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Rationale and Purpose for the Conceptualizing Math Project

We developed this project based on current research in mathematical conceptualizations and the needs of our school sites and students.

frustrated math

SEEING MATH

 

  1. All three schools have shown that the English Learner and African American populations are not meeting required proficiency levels on Standardized Testing and Reporting. Research has shown that using hands on activities and manipulatives are beneficial for students in mathematics. They provide a means for students to visualize the mathematics that is occurring. In addition, for students who struggle with language, manipulatives provide a means for English Learners to understand complex mathematical ideas even if they struggle with the language. Therefore, student understanding and advancement in mathematics is not compromised while they continue to learn English

 

math with manipulatives

  1.  The Bellflower Unified School District has a large population of English Learners and African American students. Training teachers on how to use manipulatives correctly to demonstrate mathematical concepts provided a much needed service for all of our students. Knowing how to address different learning modalities to engage a wider range of learning styles helped us target our African American and English Learner populations. In addition, manipulatives helped support students who are in the process of acquiring new language. Teachers needed training on how to use manipulatives with students, the best ways to scaffold the learning, planning time for implementation within classrooms and throughout the school and district, release time to observe, guide, and coach each other, and professional coaching to master techniques learned.
  2. Each team member works at a different site. We worked together on this project to extend work that we were currently doing to enhance our teaching. We collaborated once a month to discuss best methods for teaching our existing curriculum. As a result, teachers implemented additional manipulatives. However, teachers lacked the training in using manipulatives to effectively scaffold and teach mathematics in a conceptual manner. Research has shown that working from the concrete to the representational, to the abstract is the best method when introducing mathematical concepts. Many of the teaching currently being done jumps straight to the abstract level; leaving students with the task of memorizing steps or formulas instead of being able to truly comprehend the concepts being worked with. We included release time to plan, train, and observe into our budget to overcome the obstacle of being at different sites.  
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