Teacher of Mathematics

Teacher of Mathematics

https://www.vistagrande.org

• Teach 4 PBL curricular units that focus on the 4Ps: Place, phenomenon, problem, project • 4PBL units are often based on controversial issues with local connections and that offer authentic applications of mathematics concepts • Students participate in scientific investigations and problem-solving that approximates adult math investigations and includes original research as well as collection, analysis, and representation of real data • Primary and secondary source materials replace textbooks • Math instruction includes fieldwork and interactions with experts • Curriculum explores the history and evolution of mathematical thinking and innovation • Project, products, and authentic service-learning lead to environmental stewardship • Curriculum integrates history, government, science, and mathematics to understand the field as a social enterprise • Students learn to reason mathematically and justify their thinking • Students articulate theories, arguments, claims and understandings through rich mathematics discourse and writing • Use protocols and instructional strategies that lead to generalization and transfer of concepts and procedures • Use of diagrams, tables, visual models, and equations to represent content • Students represent and reflect on thinking • Students must evaluate multiple perspectives in order to take and defend conditions and consider alternative views. • Use the tools of mathematics with accuracy and care • Teach comprehension strategies to understand an analyze mathematics problems • Teach writing mathematical justifications • Build knowledge by using multiple forms of documents, texts, maps, and media • Celebrate and display student work throughout the school • Reward curiosity, creativity, and thoughtful questioning • Teach students to use graphic representations, models, and peer teaching to demonstrate understanding of mathematics • Use multiple methods of assessment • Write learning targets to address concept knowledge and understanding, mathematical thinking and craftsmanship • Use frequent checking for understanding techniques to check for misconceptions • Track student discourse as an assessment tool • Use writing-to-learn activities • Explicitly teach academic vocabulary

Tagged as: mathematics