{"id":11,"date":"2009-03-25T00:01:55","date_gmt":"2009-03-25T07:01:55","guid":{"rendered":"http:\/\/www.billselak.com\/educ448\/?page_id=11"},"modified":"2013-04-16T18:46:45","modified_gmt":"2013-04-17T01:46:45","slug":"week4","status":"publish","type":"page","link":"https:\/\/www.billselak.com\/educ448\/quarter\/week4","title":{"rendered":"Week 4: Processing Strands"},"content":{"rendered":"<p><iframe loading=\"lazy\" src=\"https:\/\/docs.google.com\/presentation\/d\/1ca9MU3YVUXXfh5j0UyZSV-1b4of2vCeegjQ6_gZZ1RU\/embed?start=false&amp;loop=false&amp;delayms=3000\" height=\"541\" width=\"683\" allowfullscreen=\"true\" frameborder=\"0\"><\/iframe><\/p>\n<p><iframe loading=\"lazy\" src=\"https:\/\/docs.google.com\/presentation\/d\/1mp_rsT8Xc8lETssy9Pjuq4Ngs9w487r2gLrQEQ6R82E\/embed?start=false&amp;loop=false&amp;delayms=3000\" height=\"541\" width=\"683\" allowfullscreen=\"true\" frameborder=\"0\"><\/iframe><\/p>\n<p><iframe loading=\"lazy\" src=\"https:\/\/docs.google.com\/presentation\/d\/1B-b7Odc0pJxJ0Fj3hkNWPvdVT9t6bCBlZaRhfr3EFVs\/embed?start=false&amp;loop=false&amp;delayms=3000\" height=\"541\" width=\"683\" allowfullscreen=\"true\" frameborder=\"0\"><\/iframe><\/p>\n<p>Please print out (or have a a copy of) the <a href=\"http:\/\/www.billselak.com\/educ448\/docs\/448LessonPlanForm.pdf\">lesson plan format<\/a>. We will discuss this in detail, and you will probably want to take notes on a blank lesson plan.<\/p>\n<p>Click images below to view full screen.<\/p>\n<h3>Problem Solving<\/h3>\n<p>\u2022 build new mathematical knowledge through problem solving;<br \/>\n\u2022 solve problems that arise in mathematics and in other contexts;<br \/>\n\u2022 apply and adapt a variety of appropriate strategies to solve problems;<br \/>\n\u2022 monitor and reflect on the process of mathematical problem solving.<\/p>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands7.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands7.jpg\" width=\"395\" height=\"295\" \/><\/a><\/h3>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands6.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solving\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands6.jpg\" width=\"395\" height=\"222\" \/><\/a><\/h3>\n<h3>Reasoning<\/h3>\n<p>\u2022 recognize reasoning and proof as fundamental aspects of mathematics;<br \/>\n\u2022 make and investigate mathematical conjectures;<br \/>\n\u2022 develop and evaluate mathematical arguments and proofs;<br \/>\n\u2022 select and use various types of reasoning and methods of proof.<\/p>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands3.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands3.jpg\" width=\"395\" height=\"207\" \/><\/a><\/h3>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands2.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands2.jpg\" width=\"395\" height=\"190\" \/><\/a><\/h3>\n<h3>Communication<\/h3>\n<p>\u2022 organize and consolidate their mathematical thinking through communication;<br \/>\n\u2022 communicate their mathematical thinking coherently and clearly to peers, teachers, and others;<br \/>\n\u2022 analyze and evaluate the mathematical thinking and strategies of others;<br \/>\n\u2022 use the language of mathematics to express mathematical ideas precisely.<\/p>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands5.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands5.jpg\" width=\"395\" height=\"203\" \/><\/a><\/h3>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands4.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands4.jpg\" width=\"395\" height=\"146\" \/><\/a><\/h3>\n<h3>Connections<\/h3>\n<p>\u2022 recognize and use connections among mathematical ideas;<br \/>\n\u2022 understand how mathematical ideas interconnect and build on one another to produce a coherent whole;<br \/>\n\u2022 recognize and apply mathematics in contexts outside of mathematics.<\/p>\n<h3><a href=\"http:\/\/billselak.com\/educ448\/images\/processingstrands1.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"alignnone\" title=\"prob solv\" alt=\"\" src=\"http:\/\/billselak.com\/educ448\/images\/processingstrands1.jpg\" width=\"395\" height=\"168\" \/><\/a><\/h3>\n<h3>Representation<\/h3>\n<p>\u2022 create and use representations to organize, record, and communicate mathematical ideas;<br \/>\n\u2022 select, apply, and translate among mathematical representations to solve problems;<br \/>\n\u2022 use representations to model and interpret physical, social, and mathematical phenomena.<\/p>\n<p>1. Y.C. &#8211; Ch. 2 Principles in Teaching Math<\/p>\n<ul>\n<li>Principles in Curriculum<\/li>\n<li>Principles in Instruction<\/li>\n<li>Principles in Assessment<\/li>\n<\/ul>\n<p>2. Burns \u2013 Ch. 6 and 7:\u00a0Calculators, Crutch or Tool?<\/p>\n<p>(Activity) 1 person works with calculator, 1 person works without a calculator \u2013 discuss implications of using a calculator in specific situations.<\/p>\n<p>3. Y. C. Ch 3:\u00a0Mathematics Processes in Early Childhood Curriculum.\u00a0Work in assigned dyads to read about and present one process strand to the class. Highlight key ideas from the chapter:<\/p>\n<ul>\n<li>Problem Solving (pg. 29 \u2013 33)<\/li>\n<li>Reasoning (pg. 34 \u2013 38)<\/li>\n<li>Communication (pg. 38 \u2013 40)<\/li>\n<li>Connecting (pg. 40 \u2013 42)<\/li>\n<li>Representing (43 \u2013 45)<\/li>\n<\/ul>\n<p>As you prepared your presentations, you needed to analyze, explain, identify, and compare aspects of your strand. On <a href=\"http:\/\/www.teachers.ash.org.au\/researchskills\/dalton.htm\">Bloom&#8217;s Taxonomy<\/a>, this level of thinking is <a href=\"http:\/\/www.teachers.ash.org.au\/researchskills\/dalton.htm\">analysis<\/a>. Always think of <a href=\"http:\/\/www.teachers.ash.org.au\/researchskills\/dalton.htm\">Bloom&#8217;s<\/a> when designing lessons.<\/p>\n<p>4. Journal:<\/p>\n<blockquote><p>Referring to your understanding of the processing strands, discuss three different ways children may demonstrate their understanding of \u201cSeriation of quantities of three or more.\u201d\u00a0 How will children show that they \u201cknow\u201d seriation?\u00a0 (putting three or more things in order?)<\/p><\/blockquote>\n<p>For next week\u2019s meeting \u2013 print out a copy of the lesson plan format.\u00a0 We will be covering this in depth. It will be to your advantage to write notes on the lesson plan itself as we discuss the format and expectations in class.\u00a0Print out the Algebra strand from the NCTM standards.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Please print out (or have a a copy of) the lesson plan format. We will discuss this in detail, and you will probably want to take notes on a blank lesson plan. Click images below to view full screen. Problem Solving \u2022 build new mathematical knowledge through problem solving; \u2022 solve problems that arise in &hellip; <a href=\"https:\/\/www.billselak.com\/educ448\/quarter\/week4\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":152,"menu_order":0,"comment_status":"open","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-11","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/pages\/11","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/comments?post=11"}],"version-history":[{"count":38,"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/pages\/11\/revisions"}],"predecessor-version":[{"id":788,"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/pages\/11\/revisions\/788"}],"up":[{"embeddable":true,"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/pages\/152"}],"wp:attachment":[{"href":"https:\/\/www.billselak.com\/educ448\/wp-json\/wp\/v2\/media?parent=11"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}