Embedded Files
Due before Week 6 class
Step 1: Introduction to the major project
Step 1: Introduction to the major project
Familiarize yourself with the major project.
1. Familiarize yourself with the major project requirements and goals by watching this video:
Step 1_Intro to Major Project.mov
Step 2: Learn about the community
Step 2: Learn about the community
Visit the community with your partner(s).
We will not meet for class on Week 5 to allow you time to visit the community with your partner(s). You can do this visit during class hours or at another arranged time.
For this part of the online/offsite module for Week 5, you will visit various locations in the community surrounding the school where you and your partner(s) will facilitate your lesson.
- Locations might include: parks, stores, businesses, cultural centers, community health centers, banks, professional offices, construction sites, police or fire stations, factories or processing plants, corner stores, restaurants, bakeries, etc.
- Each group should visit at least two locations.
BEFORE you visit the community
BEFORE you visit the community
1. Watch the video that explains the purpose and approach to visiting the community.
2. Read Leonard & Guha (2002)
3. Answer the following questions to prepare for your community & upload your responses to Google Classroom BEFORE you do your community visit.
Step 2_Learn about the community.movQuestion 1: List two places near the school that you could visit to learn more about how math and STEM are used in the community.
Question 2: Based on your reading of Leonard & Guha (2002), what are some questions that you might ask people in those two spaces to learn more about how math and STEM are authentically used? (HINT: Asking, "How do you use math?" is not particularly effective.)
DURING your community visit
DURING your community visit
LOOK for and DOCUMENT evidence of mathematics. This could include: people using mathematics, mathematical concepts or principles “in action”, mathematical relationships, quantities, figures, etc.
- Talk to individuals who work/play/shop in the setting about how they use mathematics, and when possible, take pictures and/or collect artifacts to document evidence of mathematical activity. These conversations with community members are a key part of this activity.
- The goal here is to recognize mathematical practices in children’s communities – this includes mathematical practices of adults in the setting (e.g., store owners, employees, parents who frequent the location) and mathematical practices of children in the setting (e.g., the children themselves, siblings, cousins, etc.). If possible, you can also take pictures and note how each picture evidences mathematics.
- Take note of things in the neighborhood or school that you hadn’t noticed before (if you've been to this community) or that surprised you.
Step 3: Develop your lesson idea
Step 3: Develop your lesson idea
Reflect on your community visit
Research mathematics topics that are relevant
Identify possible resources to support your lesson idea
For this part of the online/offsite module for Week 5, you'll reflect on your community walk as you brainstorm and develop ideas for you math activity with your partner(s). You may also find it helpful to talk with others in the class about the range of experiences from different community visits. As you plan your lesson, you may find it helpful to visit the community again.
AFTER your community visit
AFTER your community visit
Step 3_browse resources.mov1. . As you brainstorm ideas for the activity, look at some rich math tasks that you might adapt for your activity. It is often easier and a better use of your time to adapt rich tasks than to develop ones from scratch. I have provided resources and tips for finding rich tasks that might be appropriate. There is also a list of materials that will be available for you to think about making STEM connections.
The video will help you think about browsing resources to brainstorm ideas for your lesson. The button above takes you to a page with details about available resources & places to find rich math tasks.
2. Once you idea a potential math topic for your lesson, find two articles that can help you understand the big ideas related to your mathematics topic more deeply. The video will help you search relevant math ed journals for practitioner articles. Read those articles and write a paragraph summarizing the main ideas from each article (5 sentences max).
3. As soon as your partner(s) have developed an idea for your lesson (and no later than the beginning of class in Week 6), submit your artifact about what you learned from the community walk and what you're thinking about doing for your math activity. This will allow me to give you feedback before you start planning your activity in detail.
Some sample presentations: Sample 1 & Sample 2. NOTE: these are here to help you get started, but as you'll see from the rubric, I've asked for you to include more detail in your slides.
Step 3_Searching journals.movSUBMIT ONLY ONE ARTIFACT PER GROUP
PART 1: Prepare a series of slides that showcase what you learned about community mathematics. If you did the community walk with others outside your group, you can focus on sharing the experiences that you talked about as a group.
- Each slide can contain 1-2 related photos, and the mathematical ideas or principals that are evident in the photo.
- Additionally, another way you might share what you learned about community mathematics is by creating visual representations, such as graphs, tables, charts, or diagrams to communicate what you learned about a particular community location.
PART 2: On a separate slide or in a separate file, describe the mathematics activity you are planning to develop. Your description should address the following questions:
- What mathematics question or problem will you pose to students? This should include enough detail for me to solve the task myself.
- How does this problem/question integrate community mathematics (i.e., mathematics as it is authentically used in the community)?
- How does this problem/question integrate STEAM or literacy practices? (If it does.)
- How does this problem/question build on what you learned from your community walk? Why do you think this problem/question will be of interest to students and families in this community?
- What two articles did you find help you think more deeply about the mathematics topic? Include the citations and your summary paragraph.
- What materials will you need to facilitate your activity?
Learning Objectives
Learning Objectives
Demonstrate knowledge of mathematics concepts, practices, and curriculum:
- You can describe key concepts necessary for the development of counting, whole number operations, geometry, or fraction concepts.
- You can select effectively tools, technology, or other resources to support mathematical reasoning and sense making.
Demonstrate pedagogical knowledge and practices for teaching mathematics:
- You can develop mathematics activities that leverage other sources (e.g., family, community, cultural, STEAM, literacy) of knowledge, resources, or experiences to support students to explore and grapple with mathematical ideas and relationships.
Demonstrate awareness of social contexts of mathematics teaching and learning:
- You demonstrate a belief that all people are capable of thinking mathematically.
©Frances K. Harper, 2020
Adapted from: Turner, E., Aguirre, J., Drake, C., Bartell, T. G., Roth McDuffie, A., & Foote, M. Q. (2015). Community Mathematics Exploration Module. In C. Drake et al. (Eds.), TeachMath Learning Modules for K-8 Mathematics Methods Courses. Teachers Empowered to Advance Change in Mathematics Project. Retrieved from: http://www.teachmath.info
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