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Math, the Brain, and Readiness
AccuplacerAccuplacer 2012 Conference
Laura ReedWindham Regional Career Center
lreed@wsesu.org
Relevancy MotivationRelevancy Motivation
• What math skills do they have?
• What math skills will they yneed?
What math skills do they have?What math skills do they have?
• Use their Accuplacer scoresUse their Accuplacer scores– Become familiar with the content of the three teststests
–Proficiency Statements for
•Arithmetic
• Elementary AlgebraElementary Algebra
•College Level Algebra (p.7‐9)
What math skills will they need?What math skills will they need?
What skills will they need?What skills will they need?
• ArithmeticArithmetic– ASVAB
Apprenticeships– Apprenticeships
– Tech Training, Police Academy
El t Al b• Elementary Algebra– Two year college
• College Level Algebra– Four year college
What math skills will they need?What math skills will they need?
• Relate it to their Career Cluster• Relate it to their Career Cluster–What do the local colleges require g qfor that major?
V t T h Ch t ( 10 11)–Vermont Tech Chart (p.10‐11)
Provide a course sequence forProvide a course sequence for them to get these math skills
Technical Math 3
Technical Math 4
Principles of Mathematics
Arith+Alg>120
Arith>70Alg<50/79(See p. 12)
Math 3 Math 4
Principles of
Mathematics for TechnologyAlg>79
Technical Math 4
pMathematics
Mathematics for Technology
College Level Technical Mathematics
Arith<70
Arith>70
Arith+Alg>120
ACCUP
College Level Technical Mathematics
Alg<50/79 Alg>79
ACCUPLACER
Principles of Mathematics
Mathematics for
Arith+Alg>120
Secondary Technology
Alg>79
Level Courses
College Level
College Level Technical Mathematics
College Level Dual Enrolment Courses
Poverty and Brain FunctionPoverty and Brain Function
Stress HormonesStress Hormones
Working Memory
Time in PovertyTime in Poverty
Know your populationKnow your population
Rural Poverty Impacts Urban Poverty ImpactsRural Poverty Impacts
• VISUAL working memory – Isolation from people,
Urban Poverty Impacts
• VERBAL working memory– Crime
technology, institutions
– Receive, give, and expect less help from social supports
– Overcrowding
– Excessive noise
– Stigma of poverty is greater
– Underemployment
– Persistent generationalMost funding is based on
h f U b t– Persistent, generational poverty more common
– 47% of children in rural areas live in poverty
research from Urban poverty situations.
live in poverty
Make Instruction Effective
• Utilize Brain Research Findings
Make Instruction Effective
• Utilize Brain Research Findings• Poverty impacts working memory so
U h d i ith i l ti– Use hands on experiences with manipulatives
– Small groups
l bl l– Relevant Problem solving
– Practice skill until mastery is reached
• Transfers from working memory to long term
• Computer Aided Instruction
Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
Hands on – Algebra Tilesk ( )Make a Key (p. 13)
The Zero ConceptThe Zero Concept
Positive + Positive = ?Positive + Positive ?
Negative + Negative = ?Negative + Negative ?
Positive + Negative = ?Positive + Negative ?
Positive + Negative = ?Positive + Negative ?
The Concept of EqualThe Concept of Equal
3x=63x 6
Divide into 3 groupsDivide into 3 groups
x+2=7x+2 7
Subtract 2 from each sideSubtract 2 from each side
3x+4=73x+4 7
Subtract 4 from each sideSubtract 4 from each side
Divide into 3 groupsDivide into 3 groups
p. 14
National Library of VirtualNational Library of Virtual ManipulativesManipulatives
–AlgebraAlgebra
–Balance ScalesBalance Scales
–www.nlvm.usu.eduwww.nlvm.usu.edu
Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
Career Cluster ApplicationsCareer Cluster Applications
• Grouped by• Grouped by CTE programCTE program
• FOR EACH LESSON
• Hands on Math Labs• Hands on Math Labs
• Call CORD 800 231 3015800.231.3015
• cordcommunications.com
Career Cluster ApplicationsCareer Cluster Applications
• Groups students by • AssessmentGroups students by Career Cluster
• Emphasize technical
AssessmentWrite up should
– Explain Problem• Emphasize technical communication skills
Q li NOT
– Explain Solution
• Quality NOT Quantity of
bl d
Turn to P. 15 ‐18You have ____ minutes to
problems done work on your Application Problems in your Career Cluster Groups.p
Use an Effective Teaching Model
•Hands On Manipulatives•Hands On – Manipulatives
•Career Cluster Applications•Career Cluster Applications •Opportunity for MASTERY•Opportunity for MASTERY
Opportunities for MasteryOpportunities for Mastery
• Transfer easily to Accuplacer?• Transfer easily to Accuplacer?–Online Computer Aided Instructionp
–Covers same content
–Sequential and Scaffolded Mastery
Positive Rewards–Positive Rewards•Tracks Progressg
P i tiPrescriptiveRefresherInstruction
CollegeReadiness
Proficiencies
Skill-LevelDiagnosticReporting
Post Test to Evaluate thePost Test to Evaluate the Teaching Models
Hands On Manipulatives
C Cl t A li tiCareer Cluster Applications
Opportunity for MASTERY
• Was it effective?
• Were there components that were SUPERWere there components that were SUPER effective?
• Track longitudinally to develop program• Track longitudinally to develop program
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