Math

• Make index cards for bookmarks with vocabulary terms for the chapter on them that you don't know. • Use Math any way you can, even if it isn't algebra, like counting by 2's during a test to calm down. Stay in the Math mind set. • Tell someone else how to do a problem, but giving specific directions. • Tell a friend how to correct a problem that is wrong: why it is wrong and how to fix it. ||   "I guess that I am supposed to know this, but Math vocabulary is tricky. Here's an easy site to look up math words. Besides, it gives me pictures to help me remember the math word. I going to look up quotient. "
 * ~ [[image:barbooks.gif]] ||~  ||
 * ===**Math Resources**=== ||  ||
 * The language of Math - like teaching a foreign language || Tips:
 * The language of Math - like teaching a foreign language || Tips:
 *  Visual Math Glossary ||  **Quotient**
 *  Visual Math Glossary ||  **Quotient**
 * <span style="font-family: Georgia,serif; font-size: 120%;"> Visual Math Glossary || <span style="font-family: Georgia,serif; font-size: 120%;"> **Quotient**


 * <span style="font-family: Georgia,serif; font-size: 120%;">http://www.mathsisfu ** ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">The Math Journal ( Blackboard has a special Journal option where you can set up your class. It can be set so students can see each other's journal. That way if someone else has a good idea, it can be shared and students can tell each other how they did it!) || T<span style="font-family: Georgia,serif; font-size: 120%;">his is a long term weekly assignment culminating in a final project. The goal is to have the students "talk algebra" each week and explain a process, give directions, use and/or explain terminology of the week, provide test questions with 3 distractors and explain why this are "good" distractors. I usually make this a 10 week project with 3 weeks for the fun stuff of adding links, youtube videos and graphics to put everything together into a document (Word, PowerPoint, video) 5 pts weekly. 100 pts final project. Each week I would check on the journal and redirect or comment if needed.
 * <span style="font-family: Georgia,serif; font-size: 120%;">The Math Journal ( Blackboard has a special Journal option where you can set up your class. It can be set so students can see each other's journal. That way if someone else has a good idea, it can be shared and students can tell each other how they did it!) || T<span style="font-family: Georgia,serif; font-size: 120%;">his is a long term weekly assignment culminating in a final project. The goal is to have the students "talk algebra" each week and explain a process, give directions, use and/or explain terminology of the week, provide test questions with 3 distractors and explain why this are "good" distractors. I usually make this a 10 week project with 3 weeks for the fun stuff of adding links, youtube videos and graphics to put everything together into a document (Word, PowerPoint, video) 5 pts weekly. 100 pts final project. Each week I would check on the journal and redirect or comment if needed.

<span style="font-family: Georgia,serif; font-size: 120%;">The Student Challenge: You have a friend who is not doing well in Math. However, his/her father has a gorgeous house in the Bahamas. If you will help your friend get a C or better in Math, you will get the house for a week in the Bahamas. You must work on helping your friend **learn** Math, by giving directions, helping to memorize terminology and learning to use symbols and talk the language of Algebra. Each week you must write a paragraph or 2 to your friend. This can be very informal. You can choose your friend and write in a language that he or she understands (no texting or inappropriate language.) At the end of 10 weeks you will take all your journal entries and put them together into a final project, where you can add links, youtube videos, suggested apps, graphics, etc. to apply for the house in the Bahamas. ( I teach in Florida, so the Bahamas is appropriate, but you can choose a location that your students are familiar with. Students have even gone online to choose the house that they want. Some have said, "Just send the key." Result: a very creative and enthusiastic project. Much more fun to read than boring 10 page papers.) || You will also find math fun stuff:
 * <span style="color: #008000; font-family: Georgia,serif; font-size: 130%;">howtostudy math at [|Howtostudy.org site] || <span style="color: #21c00c; font-family: Georgia,serif; font-size: 130%;"> how to study Math ||
 * || This page includes both study strategies for math as well as material on math anxiety.
 * || This page includes both study strategies for math as well as material on math anxiety.
 * Cartoons - Sidney Harris and others
 * Jokes
 * Songs - Calculus Carols - Who remembers Tom Lehrer? ||
 * **How to Read a Math Textbook** || [[file:mathread.pdf]] ||
 * **How to integrate //My Math Lab// with your textbook, NOT instead of your textbook**
 * **How to integrate //My Math Lab// with your textbook, NOT instead of your textbook**
 * **How to integrate //My Math Lab// with your textbook, NOT instead of your textbook**

<span style="font-family: Georgia,serif; font-size: 120%;">Free. Designed and acted by Larry Perez. <span style="font-family: Georgia,serif; font-size: 120%;">Math Professor from Saddleback College, CA. || **[]** ||
 * This handout includes the use of index cards for bookmarks for math vocabulary and memory techniques.** || [[file:mathread2.pdf]] ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">Meet Charlie at **Algebra2go**. Video tutorials. With notes in Spanish. Extensive website.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Meet Charlie at **Algebra2go**. Video tutorials. With notes in Spanish. Extensive website.
 * <span style="font-family: Georgia,serif; font-size: 120%;">Translate the printed word to math symbols. Don't we all want a Math Microphone! || media type="custom" key="23432248" ||
 * <span style="font-family: Georgia,serif; font-size: 120%;">The importance of Units - Verizon Math Fail || http://youtu.be/zN9LZ3ojnxY ||
 * media type="custom" key="28189903"
 * <span style="font-family: Georgia,serif; font-size: 120%;">The importance of Units - Verizon Math Fail || http://youtu.be/zN9LZ3ojnxY ||
 * media type="custom" key="28189903"
 * <span style="font-family: Georgia,serif; font-size: 120%;">The importance of Units - Verizon Math Fail || http://youtu.be/zN9LZ3ojnxY ||
 * media type="custom" key="28189903"
 * media type="custom" key="28189903"

<span style="font-family: Georgia,serif; font-size: 130%;">Jack Lochhead <span style="font-family: Georgia,serif; font-size: 130%;">Center for the Study of Cognitive Approaches to Mathematics Instruction <span style="font-family: Georgia,serif; font-size: 130%;">University of Massachusetts, Amherst, MA || <span style="font-family: Georgia,serif; font-size: 120%;">Arthur Whimbey, Jack Lochhead and Ron Narode. (2013) Problem Solving and Comprehension. 7th Edition. Routledge.

<span style="font-family: Georgia,serif; font-size: 120%;">Methods of Good Problem Solving (p. 25 print / p. 39 pdf)
 * 1) <span style="font-family: Georgia,serif; font-size: 120%;">Positive Attitude
 * 2) <span style="font-family: Georgia,serif; font-size: 120%;">Concern for Accuracy
 * 3) <span style="font-family: Georgia,serif; font-size: 120%;">Breaking problem into parts
 * 4) <span style="font-family: Georgia,serif; font-size: 120%;">Avoid Guessing
 * 5) <span style="font-family: Georgia,serif; font-size: 120%;">Activeness in problem solving ||
 * <span style="font-family: Georgia,serif; font-size: 110%;">I worked with both Jack Lochhead and Arthus Whimbey. For Jack, I provided the applied exploration of problem solving theory with community college students to see what worked and what wasn't working. I soon discovered that students needed help with metacognition and in order to do so, needed to split the process into two roles.
 * <span style="font-family: Georgia,serif; font-size: 110%;">I worked with both Jack Lochhead and Arthus Whimbey. For Jack, I provided the applied exploration of problem solving theory with community college students to see what worked and what wasn't working. I soon discovered that students needed help with metacognition and in order to do so, needed to split the process into two roles.

<span style="font-family: Georgia,serif; font-size: 110%;">So one was the problem solver and the other was the cognitive coach with the help of the script, <span style="font-family: Georgia,serif; font-size: 110%;">provided in the text. Even with the steps provided in the text, many of the students were caught <span style="font-family: Georgia,serif; font-size: 110%;">between steps, which was only evidenced through the use of this process. It was then the job of <span style="font-family: Georgia,serif; font-size: 110%;">the "good" student the help the problem solver bridge the gap in mini steps through the process <span style="font-family: Georgia,serif; font-size: 110%;">to the next step or redirect back to the path or seek more help.

<span style="font-family: Georgia,serif; font-size: 110%;">Roles were then reversed. The goal was to put both parts of metacognition together for each <span style="font-family: Georgia,serif; font-size: 110%;">individual by the term. || <span style="font-family: Georgia,serif; font-size: 120%;">Role of the Listener when working with a partner gives actual transcript examples (p.28 print)
 * 1) <span style="font-family: Georgia,serif; font-size: 120%;">Continually Check Accuracy
 * 2) <span style="font-family: Georgia,serif; font-size: 120%;">Demand Constant Vocalization

<span style="font-family: Georgia,serif; font-size: 120%;">( In Problem Solving link see examples of dialogue of 2 graduate students working a problem) || (p. 39 print)
 * || <span style="font-family: Georgia,serif; font-size: 120%;">Thinking Aloud Pair Problem Solving - how it works
 * || <span style="font-family: Georgia,serif; font-size: 120%;">Thinking Aloud Pair Problem Solving - how it works

<span style="font-family: Georgia,serif; font-size: 120%;">Examples and explanations written out in text. ||
 * [[image:Math love.jpg width="170" height="264" caption="Happy Valentine's Day!"]] ||  ||
 * [[image:Math love.jpg width="170" height="264" caption="Happy Valentine's Day!"]] ||  ||