Mike Rospenda

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• students actually do math• use mathematics • using math knowledge• engaging in mathematical thinking• investigate situations with mathematics. • Actively Involved-in order to build

their understanding of mathematical ideas, to see the power and usefulness of mathematics in their lives, and to feel confident in their own capabilities as "problem solvers"

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Actively Involved build their understanding of math to see the power and usefulness of

math to feel confident in their own

capabilities as "problem solver

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To develop mathematical power Kids must believe that mathematics

make sense Math is understandable Math is useful to them

-Mathematical thinking is a normal part of everyone's mental ability

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To provide experiences that stimulate students' curiosity

To build confidence in investigating, problem solving, and communication

To formulate and solve problems related to their world

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To create their own way of interpreting an idea

To see how ideas fit with what they already know

To experience the enjoyment of a challenge, the excitement of success

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Understanding mathematical ideas is far more important than how many skills they acquire

Devote less attention to telling students about mathematics assigning worksheets for computational practice and requiring rote memorizationEmploy activities that promote the active involvement of students in doing mathematics in authentic situations-

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Use concrete manipulative materials regularly to build understanding

Promote exploration, discussion, questioning, and explanation 

Learn the best methods for knowing when and how to use a variety of computational techniques such as mental arithmetic,

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as well as reasonable paper and pencil process

Problem solving should be a process that throughout the curriculum and provides contexts in which concepts and skills are learned

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Students and teachers create and apply strategies to work on and solve problems

To provide many opportunities to use language to communicate mathematical ideas

To discuss, write, read, and listen to mathematical ideas

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To collecting data, make graphs and charts of their findings.

To give opportunities for reflective and collaborative work with others◦ This is a critical part of mathematics

teaching

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Concepts of numbers, operations, computations, geometry, measurement, statistics, data, chance, and probability should be broadly defined, and applied.

Students must have many experiences in order to develop an intuitive sense of numbers and operations, ◦ a "feel" for what is happening in different

situations

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When students construct their own knowledge of geometry and measurement they will be able to use their initial understandings in applied, real-world settings

Measurement concepts are best understood through actual experiences with measuring and estimating measures

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Evaluation is there to help teachers better understand what students know and make meaningful decisions about teaching and learning activities

A variety of assessment methods should be used to assess individual students, including written, oral and demonstration formats  

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Taken from Best Practices, New Standards for Teaching and Learning in America's Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde

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