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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.
SEEING MATH
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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
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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.
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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.