Author Archives: Gwendolyn Best

August 8th Workshop

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MATERIALS –Created by Math Journeys

Great Reads:  Literature

  • My Full Moon is Square
  • Sea Squares

Great Reads:  Professional Books

  • Connecting Arithmetic to Algebra
  • Young Mathematicians at Work:  Constructing Algebra
  • Algebra and the Elementary Classroom:  Transforming Thinking, Transforming Practice

INTERNET LINKS Used During the Workshop

Word Problems

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We create and share resources to help teachers plan learning experiences that engage students in modeling, solving, and creating word problems.

This online game tests word problem comprehension. After reading a single-step word problem, the player determines which basic operation would solve the problem. Identifying the operation is the first step in successfully solving problems. We believe in coaching comprehension and visualization of the scenario in the word problems. Our strategies do NOT include teaching key words.

March 8th Workshop

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Materials Used on March 8th

Process Standards

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We believe that student-centered math lessons are designed to include and promote the NCTM process standards. Read more at the NCTM site.

Communication: having students share their own mathematical thinking and benefit from the mathematical thinking of others; ideas are communicated through various means, including speaking, writing, drawing, and the use of manipulatives

Representation: helping students explore and understand the various ways that mathematical ideas are represented, including words, symbolic expressions, and graphical displays; allowing and encouraging students to use various appropriate representations to express their mathematical ideas

Connections: allowing and encouraging students to recognize and explore the interrelatedness of mathematical ideas, the connections between mathematics and other subjects, and the relevance of mathematics to their everyday lives

Problem Solving: having students grapple with tasks that require them to draw on prior knowledge, employ varied strategies, and develop new mathematical understanding; such tasks are thoughtfully selected, presented, and debriefed so that students develop positive learning traits such as persistence, curiosity, and confidence

Reasoning and Proof: having students make conjectures and develop ideas; allowing and encouraging students to explain, clarify, justify, defend, and revise their thinking

The CRA Approach

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The Concrete-Representational-Abstract (CRA) Instructional Approach is an intervention for mathematics instruction that research suggests can enhance the mathematics performance of students with learning disabilities. At Math Journeys, we know from experience that all students can benefit from this approach to mathematics instruction.

• Concrete. The “doing” stage using concrete objects to model problems
• Representational. The “seeing” stage using representations of the objects to model problems
• Abstract. The “symbolic” stage using abstract symbols to model problems

An Explanation of the CRA Approach

The Principal’s Role in Mathematics Education: Instructional Leadership That Adds Up

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This session is designed to equip instructional leaders with tools to support and improve mathematics education in their schools. We will explore a variety of topics and explore several resources and strategies to support teachers, inspire students, and make meaningful home-school connections.
This training is intended for leaders who want to impact and inspire their students and teachers. You will leave with a wealth of information, strategies, and tools that you can use for years to come. Participants will explore some of the best books, web resources, and publications that can be used to support continuous improvement in the teaching and learning of mathematics.
Topics Include:
• NCTM Standards and the Virginia Curriculum Framework
• Lesson Planning and Lesson Study as Professional Development
• Supporting the Struggling Teacher—Easy, Systematic, Truly Supportive Strategies
• Differentiation, brain-compatible strategies, homework, family involvement, professional learning communities, and technology and their potential to make a positive impact on math education.

Computation, Cognition, & Concrete Materials

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Strategies for coaching cognition are a must for any math teacher who wants students to be able to handle computation, develop and use number sense, and face multi-step word problems with confidence. Using manipulatives as a starting point, teachers can design learning experiences that build a rock solid foundation of deep conceptual understanding on which a tower of math skills can be built. The concrete-representational-abstract approach will be modeled in this session as participants explore a variety of computational strategies and practical problems involving whole numbers, decimals, & fractions.
Computation games for teacher-led small-group activities will be played during the session.