Key words: Instructional Strategies, Math, K-12
Date: Wed, 13 Mar 1996 13:32:20 +0900
Reply-To: A Practical Discussion List Regarding Deaf Education
Sender: A Practical Discussion List Regarding Deaf Education
From: Steve Edwards Subject: Maths lessons
Comments: cc: THESAP@AOL.COM
To: Multiple recipients of list EDUDEAF There is a rather good magazine called "Strategies Maths and Problem Solving
3-13" published in the UK by:
The Questions Publishing Company
This is a bimonthly publication that is full of good ideas and well worth
the money.
I have also emailed you a file with an activity that I found fun. I don't
know if it will be suitable for you but ......
Regards,
Steve
Ps. If you get a bunch of good stuff how about copying it to those of us on
the list who would be interested (like me).
Also please see below in case this is of interest:
Doing Mathematics With Your Child
Martin D. Hartog & Patricia A. Brosnan
1994
Parents have the wonderful opportunity and responsibility for nurturing
children. This nurturing process takes place in several areas of
development: physical, emotional, and intellectual. While parents can
usually find time to read a story to their children, thereby instilling a
love for literature, they are often at a loss as to how to instill a love
and appreciation for mathematics.
Like reading, mathematics is a subject that is indeed necessary for
functioning adequately in society. More than that, mathematics is a subject
that should be more enjoyable than it sometimes is. The National Council of
Teachers of Mathematics (NCTM) has identified the appreciation and
enjoyment of mathematics as one of the national goals for mathematics
education. This goal, coupled with the task of nurturing children's
confidence in their ability to apply their mathematical knowledge to solve
real-life problems, is a challenge facing every parent today.
This digest presents resources that will enable parents to fulfill their
responsibility for developing their children's abilities to do mathematics,
while at the same time encouraging more positive attitudes toward
mathematics. The resources are divided into three areas: (1) activities
initiated in the home; (2) activities initiated at school; and (3) special
curriculum development projects that promote parent involvement.
Activities in the Home
There are methods by which parents can easily become involved in their
children's mathematics education. Several resources provide parents with
games and activities that engage children in mathematical thinking and
problem solving and, at the same time, build their self-confidence and
appreciation for mathematics. An example of this type of resource is the
book Helping Your Child Learn Math. Published by the U.S. Department of
Education, the book contains 26 activities for children aged 5 to 13. The
activities illustrate the mathematics that children can experience at home,
at the grocery store, and while traveling. Some meaningful activities on a
long car trip can alleviate the boredom that so often results in children
fighting with each other or asking repeatedly, "Are we there yet?"
Parents' attitudes toward mathematics have an impact on children's
attitudes. Children whose parents show an interest in and enthusiasm for
mathematics around the home will be more likely to develop that enthusiasm
themselves. You Can Help Your Young Child Learn Mathematics, available in
both English and Spanish, helps parents communicate the importance of
mathematics to their children and become more involved in their children's
mathematical education. This book discusses ways that parents can help
their children develop good study habits, and it presents activities
through which families can make mathematics a part of their daily lives as
they travel, cook, garden, and play games.
Reading to children is a treasured activity in many homes. What better way
to integrate mathematics into the lives of children than to read them
stories that bring mathematical ideas to life? Children's books related to
mathematics can be separated into four categories: counting books, number
books, storybooks, and concept books. A bibliography of 159 children's
books that make a significant connection with mathematics, compiled by
Stavroula K. Gailey and published in the January 1993 issue of the
Arithmetic Teacher, provides many excellent suggestions for mathematical
children's literature to read at home.
Math Matters: Kids Are Counting on You is a resource kit prepared by the
National Parent Teacher Association for parents who feel inadequate in
helping their children with mathematics. The kit's planning guide describes
how local PTAs can use the kit to encourage elementary school parents to
become more involved with their children's mathematics education. The kit
contains the planning guide, a booklet with 70 suggested math activities
for the home, a four-fold brochure summarizing the kit and its purpose, two
posters, math stickers, and a 7-minute videotape about the role of parents
in opening up opportunities for their children in mathematics.
Although more expensive and requiring extra equipment, technology can be
utilized by parents to provide mathematical activities for their children.
The best software packages are user friendly and highly interactive, and
they offer problems that challenge both students and parents. One exemplary
software is The Factory by WINGS. Available in both English and Spanish,
this software simulates the operation of a factory production line and
requires the user to solve problems involving flaws in production. Another
potential resource is the public library, where mathematics videos and
computer software are available for use at home or in the library.
Working With Your Child's Classroom Teacher
Besides the mathematics learning that takes place at the parent's
initiative, there are many opportunities for parents and teachers to work
cooperatively in enriching children's experience with mathematics. These
situations are likely to be the most profitable for two reasons. First,
children generally want to please both their parents and their teachers. If
they see that mathematics is important to both their parents and their
teacher, they will consider it important for themselves too. Second,
extending mathematical concepts from the classroom to home will establish
the idea that mathematics is not just a school subject, but an everyday
subject that makes life more interesting and understandable.
Parents who want to become more involved in their child's mathematical
education, but who are hesitant to take the initiative on their own, may
want to look to the teacher for guidance. Teachers can provide assistance
in: (1) setting up a system of home study; (2) helping parents understand
the sequencing of mathematical skill development; (3) suggesting materials
and activities that are entertaining and suitable for their child's level
and which can be done in a reasonable amount of time; (4) providing clear
guidelines on how to use materials; (5) giving feedback on the successes
and failures of home activities; and (6) knowing when to stop working with
a child on an activity so that a good working relationship is maintained.
Resources for this collaborative effort are myriad. For the elementary
grades, the Arithmetic Teacher (recently renamed Teaching Children
Mathematics) is a reliable resource for materials that establish the
parent/teacher/student connection. Every month the "Ideas" section contains
activities for grades K-8 and an activity for the home, all related to a
common topic. Another example is the "Math Backpack," described in the
February 1993 issue of the Arithmetic Teacher. The Math Backpack contains
samples of activities that second-graders can do in their classroom, then
take home and share with their parents. The backpacks familiarize parents
with teaching techniques, give children an opportunity to demonstrate their
understanding of mathematical concepts, and engage both parents and
children in investigative activities. One backpack included activities for
subtraction, pattern blocks, measurement, and telling time.
For the middle school level, a new journal published by NCTM, called
Mathematics Teaching in the Middle School, features a "Menu of Problems,"
including appetizers (easy, motivational problems), main courses (robust,
solid content problems), and desserts (challenging, intriguing problems).
Another monthly feature is the "Mathematics Investigator," which focuses on
uses and abuses of mathematics in the media.
In working with teachers, parents should not forget the opportunities that
homework assignments offer. Studies have shown that parents' participation
in students' homework can increase achievement. Moreover, the effect of
that involvement will be maximized if parents and teachers work together
toward common goals. It is important for parents to understand the system
the teacher is using to assign and evaluate homework, as well as the
methods being used to teach mathematical concepts. Helping children with
homework can be counterproductive if parents are working at cross purposes
with the classroom teacher.
Programs Promoting Parent Involvement
The professional mathematics education community is in the process of
making changes in curriculum, instruction, assessment, and in the level of
parent involvement. Over the past decade, increasing emphasis has been
placed on the need to enhance children's problem-solving capabilities by
teaching from a hands- on perspective. Teachers are being asked to
incorporate manipulatives and technology into their instruction, and
programs are being developed that incorporate parental involvement in
reaching these goals.
Examples of such programs are Family Math and Family Computers, both
developed by Project EQUALS to help parents teach their children
mathematics. Besides providing learning activities that parents can do with
their children, Project EQUALS provides information on equity issues in
mathematics education, builds awareness of the importance of problem-
solving skills and the ability to talk about mathematics, and helps parents
develop a positive attitude toward their role in their children's
mathematical education.
Programs often emerge from special needs. Many of the programs in the
resource list below address the need to improve the participation and
achievement of females and minorities in mathematics. All, however, stress
the indispensable part that parents can play in nurturing success in
mathematics for their children.
Mathematics Education Resources
The following items have been selected from PRIME: Parent Resources In
Mathematics Education, a longer annotated bibliography available for $1.95
from ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080.
Parent Guides for Home Activities
Apelman, M., & King, J. (1989). Pizzas, pennies and pumpkin seeds:
Arbanas, R. J., & Lindquist, G. R. (Eds.). (1989). Girls + Math + Science =
Choices: A handbook for parents. Marshall, MI: Calhoun Intermediate School
District. (ERIC Document Reproduction Service No. ED 313 245)
Ashlock, R. B. (1990). Parents can help children learn mathematics.
Arithmetic Teacher, 38(3), 42-46.
Ford, M. S., & Crew, C. G. (1991). Table-top mathematics--A home- study
program for early childhood. Arithmetic Teacher, 38(8), 6-12.
Gailey, S. K. (1993). The mathematics--children's-literature connection.
Arithmetic Teacher, 40(5), 258-261.
Jacobs, J. W. (1989). Purr-r-r-fectly wild about mathematics. Arithmetic
Teacher, 37(4), 4-5.
Kanter, P. F., & Dorfman, C. H. (Eds.). (1992). Helping your child learn
math with activities for children aged 5 through 13. Washington, DC.: U.S.
Department of Education. (ERIC Document Reproduction Service No. ED 355
122)
National Parent Teacher Association. (1989). Math matters: Kids are
counting on you. Chicago: The National PTA.
Office of Educational Research and Improvement. (1993). You can help your
young child learn mathematics (Usted puede ayudar a sus hijos a aprender
mathematicas). Washington, DC: U.S. Department of Education. (ERIC Document
Reproduction Service No. ED 356 974)
Tregaskis, O. (1991). Parents and mathematical games. Arithmetic Teacher,
38(7), 14-16.
Parent/Teacher Activities
Bruneau, O. J. (1988). Involving parents in the mathematics education of
their young handicapped child. Arithmetic Teacher, 36(4), 16-18.
Flexer, R. J., & Topping, C. L. (1988). Mathematics on the home front.
Arithmetic Teacher, 36(2), 12-19.
Goldstein, S., & Campbell, F. A. (1991). Parents: A ready resource.
Arithmetic Teacher, 38(6), 124-127.
Orman, S. A. (1993). Mathematics backpacks: Making the home-school
connection. Arithmetic Teacher, 40(6), 306-308
Programs for Parental Involvement
Anderson, L., & Stein, W. (1992). The American Indians in Mathematics
Project (AIM). Journal of Rural and Small Schools, 5(2), 24-31.
Caldwell, J. (1989). Families tackle math as a game--together. Equity and
Choice, 5(1), 21-23.
Goldberg, S. (1990). Developing and implementing a parental awareness
program to enhance children's mathematics performance and attitude.
Unpublished doctoral practicum, Nova University, Fort Lauderdale, Florida.
(ERIC Document Reproduction Service No. ED 327 383)
Joseph, H. (1993). Teaching mathematics with technology: Build parental
support for mathematics with family computers about Family Computers from
Project EQUALS . Arithmetic Teacher, 40(7), 412-415.
Merttens, R., & Vass, J. (1990). Sharing maths cultures: IMPACT (Inventing
Maths for Parents and Children and Teachers). Philadelphia: Falmer Press.
(ERIC Document Reproduction Service No. ED 342 613)
O'Connell, S. R. (1992). Math pairs: Parents as partners. Arithmetic
Teacher, 40(1), 10-12.
Stenmark, J., Thompson, V., & Cassey, R.. (1986). Family math from Project
EQUALS . Berkeley, CA: University of California, Lawrence Hall of Science.
About the Authors
Martin Hartog has recently taken a position as an assistant professor at
Southern Connecticut State University in New Haven, after three years as
the Mathematics Education Analyst for ERIC/CSMEE.
Patricia Brosnan is an assistant professor in mathematics education at The
Ohio State University.
ERIC Clearinghouse for Science, Mathematics,
and Environmental Education
This digest was funded by the Office of Educational Research and
Improvement, US Department of Education under contract no. RR-93002013.
Opinions expressed in this digest do not necessarily reflect the positions
or policies of OERI or the Department of Education.
ERIC - Educational Resources Information Center. The nationwide information
system initiated in 1966 by the US Department of Education. ERIC is the
largest and most frequently used education-related database in the world.
This digest is in the public domain and may be freely reproduced.
Date: Mon, 18 Mar 1996 11:47:10 EST
Reply-To: A Practical Discussion List Regarding Deaf Education
Sender: A Practical Discussion List Regarding Deaf Education
From: leslie lipman Subject: Re: Math Lesson
To: Multiple recipients of list EDUDEAF In-Reply-To: <960317212132_248514429@emout04.mail.aol.com>
Beth;
For the primary grades you can work on addition story problems which would
include reading the problems and locating the important words to determine the
mathematical application to be used. For an at home assignment you could have
the children attempt to write story problems to reinforce what they have
practiced reading and then have their parents solve the problems only if the key pieces of
information are included. If the key pieces are not included then
the parents will have to ask questions to help the child add the important
info. As for a lesson on money I have always enjoyed setting up a classroom
store where the children earn money for making purchases at the end of the
week. With this activity the children can have a checkbook to keep track of
their money and what they have spent.
Date: Wed, 27 Mar 1996 12:50:49 -0500
Reply-To: A Practical Discussion List Regarding Deaf Education
Sender: A Practical Discussion List Regarding Deaf Education
From: Laura Hutchinson Subject: Re: Math Lesson
To: Multiple recipients of list EDUDEAF In-Reply-To: <960317212132_248514429@emout04.mail.aol.com>
Hi,
I thought you might be interested in technological support for
your math lesson. For one of my classes, I'm doing a software review on
Coin Critters (put out by Nordic in '93). It 's a drill and practice
program with multiple coin applications (recognition and discrimination,
coin equivalents, making change, etc.) It does pennies through the half
dollar. It also has a cute game for a reward. You get to play the game
after you rack up game tokens in the lessons. It's a take off on pac man
with flying bombs. The cash register has to gobble up all the coins on
the screen of a certain denomination. Anyway, I hope this helps.
Laura White
Uploaded by : Melissa Close/ Kent State University/ Deaf Education Major
27 Frederick Street
Hockley
Birmingham, B1 3HH
Tel # (0)121 212 0919
Korea
Mathematical activities for parents and children. Denver: Colorado State
Department of Education. (ERIC Document Reproduction Service No. ED 327
395)
1929 Kenny Road
Columbus, OH 43210-1080
(614) 292-6717
Document 2 of 3
Document: 1 2 3
Document 3 of 3
Document: 1 2 3
a semi-lurker from Trenton State.