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The High School Math Experience of a Student with Disabiliti

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Brooke Kline

on 8 November 2016

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Transcript of The High School Math Experience of a Student with Disabiliti

Math is...
The High School Math Experience of a Student with Disabilities
What is an optimal mathematics course sequence for a student with disabilities?
Graduation Rule & Awarding Units of Credit Rule
Case Studies
Optimal Classroom Experience
Mindset
Finding Resources that Support the Optimal Classroom Experience
GeorgiaStandards.org
What is an optimal classroom experience for a student with disabilities?
What resources support the optimal classroom experience?
Where can I find resources that support the optimal classroom experience?
Meet Graduation Requirements?
Optimal mathematics sequence?
Additional information needed?
Plans for the future?
College Math Performance and Last High School Math Course
, Dr. Cara Pugh and Sam Lowther, Office of Institutional Research and Assessment, Auburn University
Opportunities for all students to engage in the Standards for Mathematical Practice
Resources designed for all students; low barriers to entry, high scalability, multiple pathways to solution
Standards for Mathematical Practice
"All students should be provided with opportunities to engage in the Standards for Mathematical Practice; it is a matter of equity."
Jenise Sexton, Gwinnett County Math Coach
"Our mindsets need to shift; the SMPs are not only for our talented and gifted students."
Mike Wiernicki, Henry County Math Coach
Resources Designed for All Students
Low barriers to entry
High scalability
Multiple pathways to solution
Number Talks
Oakland Unified School District Math Instructional Toolkit
GSE Effective Instructional Practices Guide
Three-Act Tasks
Oakland Unified School District Math Instructional Toolkit
GSE Effective Instructional Practices Guide
GSE Effective Instructional Practices Guide
GSE Effective Instructional Practices Guide
Act 1
Act 2
Act 3
Mindset
Effective Instructional Practices Guide
Curriculum Frameworks
Grade Level Wikis
https://www.georgiastandards.org/Georgia-Standards/Pages/Math.aspx
What is a math person?
Do you consider yourself to be a math person?
Is it ok to struggle with math?
How do you feel about failure?
You can learn new things, but you can't change how intelligent you are.
http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/Mathematics.aspx
YouCubed
https://www.youcubed.org/
Questions?
Optimal mathematics course sequence
Optimal classroom experience
Resources that support the optimal classroom experience
Location of resources
Results?
http://www.gadoe.org/External-Affairs-and-Policy/communications/Pages/surveys/CI-3WVZ6RW.aspx
Feedback/Evaluation
Presentation
http://prezi.com/lkmm0u47pkqf/?utm_campaign=share&utm_medium=copy&rc=ex0share
https://hsgrad.gosa.ga.gov/
Math is...
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
What is a math person?
Do you consider yourself to be a math person?
Is it ok to struggle with math?
How do you feel about failure?
You can learn new things, but you can't change how intelligent you are.
"I am not a math person"
"I don't do math"
"I can't do math"
"I am not a reading person"
"I don't do reading"
"I can't do reading"
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
http://ww2.kqed.org/mindshift/2015/11/30/not-a-math-person-how-to-remove-obstacles-to-learning-math/
https://www.gse.harvard.edu/news/uk/15/04/multiple-methods
“Math problems can be approached in many different ways,” says Star, an educational psychologist and former math teacher. “When a teacher insists that there is only one way, or only one best way, to solve a problem, students are missing out. There is great value in allowing them to explore and contrast many different ways to solve problems.”
https://www.gse.harvard.edu/news/uk/15/04/multiple-methods
“In math class, you should have opportunities to talk about different approaches, and comparison helps us to think not only about what works in mathematics, but also about how and why things work,” says Star.
https://www.gse.harvard.edu/news/uk/15/04/multiple-methods
What is my mindset?
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
https://docs.google.com/presentation/d/1ViaT5GUeSiEX5OPAAHFpCnV49IkQorC53GW7ftgod3c/edit?usp=sharing

Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
http://mindsetonline.com/testyourmindset/step1.php
“Change the internal monologue from judgemental to growth-oriented…”
Carol Dweck, Lewis and Eaton Professor, Standford University, Department of Psychology
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
Cathy Cracraft, Mathematics Teacher, White Pine HS, Ely, NV
Tina Westwood, NNRPDP
One thing that I have been trying to address is the "my kids can't" conversation. I like to help teachers focus on what students CAN do and what the next step is with them. The Stage continuum provided by the Numeracy Project helps me with those conversations.
Sarah Marshall, Henry County Math Coach
http://nzmaths.co.nz/numeracy-projects
Brooke Kline
Secondary Mathematics Program Specialist
bkline@doe.k12.ga.us
Full transcript