This project aligns closely with both the Wisconsin Model Academic Standards and the Wisconsin Educator Standards (PI-34). The theme of the project, Making Mathematical Connections, fully embraces the following Connections Standard: Mathematics should be viewed as a unified whole made up of connected, big ideas rather than as a disjointed collection of meaningless, abstract ideas and skills. Learning is easier when students see the connections between various concepts and procedures, and between the various branches of mathematics. Each year of the program, the focus will be on one or two of the Content Standards, while the Process Standards of Reasoning, Communication and Problem Solving will be addressed continually.
Project Activities |
Educator Standards (PI-34)
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Model Academic Standards |
Workshops focus on content in Number and Algebra (Year 1) Geometry and Measurement (Year 2) Probability and Statistics (Year 3) |
1: Teachers know the subjects they are teaching. |
Content Standards B, C, D, E, F |
Activities stress connections among mathematics concepts, connections between concepts and procedures, and between concepts and curriculum materials. |
1: Teachers know the subjects they are teaching. |
A: Connections |
Focus on Children’s Thinking sessions explore how children learn mathematics, their thinking about mathematics, and misconceptions. |
2: Teachers know how children grow. 3: Teachers understand that children learn differently. |
A: Reasoning |
Workshops address ways of thinking about and explaining concepts, and discuss strategies for differentiated instruction. |
3: Teachers understand that children learn differently. |
A: Connections |
Teachers work collaboratively in teams discussing, preparing, and reflecting on teaching of specific mathematics content. |
4: Teachers know how to teach.
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Teachers learn mathematics in cooperative and problem-based environments. |
5: Teachers know how to manage a classroom |
A: Problem Solving
A: Communication |
Teachers are actively engaged in collaborative problem solving, mathematical reasoning, making and evaluating conjectures, and assessing novel and alternate methods |
6: Teachers communicate well.
9: Teachers are able to evaluate themselves. |
A: Reasoning
A: Communication
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Teachers share ideas for teaching specific mathematics content and discuss strategies for differentiated instruction. |
7: Teachers are able to plan different kinds of lessons. |
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Focus on Children’s Thinking sessions discuss common student questions and assess novel student methods and constructed responses. |
8: Teachers know how to test for student progress. |
A: Reasoning
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Teachers work collaboratively with teachers in other grade bands and other schools, and with higher education faculty. |
10: Teachers are connected with other teachers and the community. |
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