Mathematics @ NPS

Naugatuck Public Schools uses a problem-based instructional model for mathematics learning. We define problem-based learning as:

Problem-based learning means building a deep conceptual understanding through problem solving, creative thinking, critical thinking and metacognitive processes to access content. Students use knowledge to interpret, gather, identify, evaluate and present information about problems in real-world contexts in order to organize and build new knowledge and understandings. In problem-based learning, collaboration and the context of the problem drives mathematical thinking and reasoning while the teacher facilitates and scaffolds the process. In this way, students can clarify their own misconceptions and transfer what they know to problems that matter in the world.

Model of Problem-based learning

In mathematics, students will encounter daily lessons designed to facilitate problem-based learning. Mathematical discourse (i.e. number talks) is promoted and an integral component of this instructional model. Students cooperatively and collaboratively solve problems, test solutions, challenge each other’s thinking and provide justification for a solution’s reasonableness.

A model of problem-based learning entails many instructional and learning components in play at the same time, all working in concert to provide purposeful educational experiences designed around what students will learn by doing.

In Naugatuck Public Schools, students engage in mathematical discourse as a problem-solving approach and as a way to gain experience as problem solvers in a collaborative context.

This model also supports the National Council for Teachers of Mathematics’ position that procedural fluency should be taught and developed through students’ growing conceptual understanding of math.

COmponents of a Problem-Based Math Program

In the enVisions 2.0 program for grades K-8, each lesson is composed of three parts: Solve and Share, Visual Learning Bridge, and Centers.

Solve and Share: This part of the lesson is intended to stimulate discussion of mathematical concepts and procedures and prepare students for the problem-solving concepts to come. Effective Solve and Shares invite students to cooperatively work on the problem together and talk through strategies, approaches and ideas for making sense of the problem numerically. Solve and Shares last approximately 15 minutes, with teacher facilitation. A Solve and Share should end with the presentation of the right answer and a short opportunity for students to review their work for accuracy.
Visual Learning Bridge: This part of the lesson introduces the new concepts of the day and provides students with opportunities to show what they know and think about the new learning through guided practice. Tools, manipulatives and strategies used during the short videos can be helpful for students as they watch and listen for new information. For example, rekenreks can help younger students follow along with the video as they build number sense and see numbers as quantities.
Centers/Math Workshop: This part of the lesson gives students a variety of opportunities to work collaboratively and cooperatively with others to practice and grow their conceptual understanding of math. The hands-on, interactive nature of the centers provides teachers and students with opportunities to practice with guidance and growing independence. Technology is used in centers. For example, our schools employ STMath, a nonlinguistic mathematics program.

Google Sites

Report abuse