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    Miaa 360 Professional Development

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    api-268936515
    This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

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    Miaa 360 Professional Development

    Uploaded by

    api-268936515
    94 views2 pages
    This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

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    miaa 360 professional development

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    This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    94 views2 pages

    Miaa 360 Professional Development

    Uploaded by

    api-268936515
    This professional development outline aims to: 1) heighten teachers' awareness of the difference between procedural knowledge and conceptual understanding in mathematics; 2) deepen teachers' conceptual understanding of selected mathematical ideas; and 3) develop strategies for teaching mathematics for understanding. The day includes teachers reading an article on conceptual understanding, proving mathematical formulas using manipulatives to build their own understanding, presenting their proofs to classmates, and reflecting on how conceptual teaching could benefit students. They then plan conceptual math lessons and reflect on how the experience impacted their views of teaching mathematics conceptually versus procedurally.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    MIAA 360

    Professional Development Outline


    Prove It!
    8th Grade CCSS
    Amy Schmerer
    Goals:
    Teachers will heightentheirawarenessofthedifferencebetweenprocedural
    knowledgeandconceptualunderstanding
    Teachersdeepentheirunderstandingofselectedmathematicalideasforwhich
    theymighthavehadonlyproceduralknowledgeanddevelopstrategiestheycan
    usetoteachforunderstandingintheirownclassrooms
    Teacherstodeepentheirconceptualknowledgeofmathematicssotheyinturn
    canhelpchildrenlearnwithunderstanding
    Preparation and Materials:
    Facilitator:
    Yarn
    Scissors
    Rulers
    Calculators
    Various cylindrical objects
    Chart paper
    Markers
    Tape
    Cardboard squares of varying dimensions
    Graph paper
    Copies of the article, Prove It!
    Article link: http://www.uen.org/utahstandardsacademy/math/downloads/level2/5-2-ProveIt.pdf
    Participant:
    Laptop
    Teachers guide for a unit of math study
    Time:
    8:30-8:45

    Task:
    Welcome and Purpose:
    Welcome and Introduction
    Review goals of the professional development

    8:45-9:15

    Prove It!
    Read the article Prove It!

    Discuss article with table group


    Table groups share out with class something they learned from the
    article

    9:15-10:00

    Prove It!
    Teachersaredividedintogroupswiththetaskofprovingaknown
    procedureorformulausingmanipulatives,picturesandwords.
    TeachersprovethePythagoreanTheoremusingTriSquare
    method(8.G.6,8.G.7)
    Teachersprove todeepentheirconceptualunderstandingand
    thensolvearealworldproblempackagingproblemforvolumeof
    acylinder(8.G.9)
    Teachersprovey=mx+busingsimilartriangles(8.EE.6)
    Groupsprepareapresentationforclassonhowtheyprovedtheir
    formulaandwhattheymayhavelearnedfromhavingtoproveit.

    10:00-10:15

    BREAK

    10:15-10:30

    Prove It!
    Finish working on your presentation

    10:30-11:15

    Debrief:
    Groups present and model their proofs to the class
    Share out any a-has.

    11:15-11:30

    Teachers write a reflection answering:


    How has your thinking changed after the experience of proving a
    formula.
    How would your students benefit from building their own
    conceptual understanding rather than memorizing a theorem or
    algorithm?
    Teachers share their reflections with their table group

    11:30-12:30

    LUNCH

    12:30-2:15

    Grade Level/Span Planning Time


    Teachers work in teams to research and develop a conceptual math
    lessons for an 8th grade level topic from CCSS

    2:15-2:30

    Reflect/Evaluate
    Howhasyourunderstandingofthedifferencebetweenprocedural
    knowledgeandconceptualunderstandingchangedyourthinkingabout
    teachingmathematics?

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