A free and open set of professional development resources for learning and teaching mathematics. |
Linear Functions: Tables and EquationsIn this session you will learn about Open Educational Resources (OER) and materials related to critical conceptions related to Linear Functions, focusing on key understandings and misunderstandings related to identifying linear functions represented as tables of ordered pairs and equations. These approaches are based on building a conceptual understanding of linear functions and slope. Multiple strategies and models will be provided in the activities and applets. Resources related to the connected Assessment, Curriculum, Instruction (ACI) cycle are provided to support the use of OER in the classroom. First, you will examine the lesson materials including learning targets and related materials. Then you will examine and reflect on the formative assessment and instructional activities using interactive applets and intervention resources. After reflection and downloading, you will implement the lesson including the pre and post assessments. Additional related resources are provided to extend and augment instruction of this topic. |
Step 1. Review Background/Lesson MaterialsDetermine clear learning targets aligned with the Maine Learning Results and Common Core Standards. Review relevant resources to determine associated conceptual understandings, foundational ideas, critical prior understandings, and associated difficulties. Identify relevant representations and models connected to the learning target. Prepare plan for instruction.
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Step 2. Diagnostic AssessmentDownload assessment and conduct pre-assessment of the critical associated concepts and understandings. Make sure to ask students to show their work and explain their reasoning in order to gain as much information related to their mathematical thinking as possible. Good diagnostic items elicit flawed thinking and misconceptions related to the learning targets. Save pre-assessment data including constructed and selected responses to submit and to use in collegial discussions.
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Step 3. Analyze DataAnalyze data from the pre-assessment to determine patterns of error and misunderstanding. These patterns will provide direction for instruction and intervention.
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Step 4. Classroom ImplementationDetermine instructional activities based on data analysis. Select appropriate applets and explorations aligned with students’ needs. (See applet(s) linked below.) Prepare questions to elicit mathematical thinking and target known errors and misconceptions. Capture student thinking with video and screen casts.
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Step 5. Analyze Post Assessment Data/ReflectionAdminister post assessments and analyze results to determine changes and identify next steps in instruction. Reflect on results. Repeat the cycle of assessment and instruction as needed. |
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Step 6. Professional Learning Community (PLC) Meeting/DiscussionSuggestion: Go to your project online Discussion Forum to post a reflection about any changes pre to post assessment and possible next steps in instruction. Share samples of student work (probe results and student explorations/activities). Post reflection questions for other participants after your forum post. |
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Step 7. Explore Additional Related Resources |
This resource was collaboratively designed by OER in Mathematics Professional Development Project partners from Maine RSU#54 & RSU#11 and staff from Education Development Center, Inc. This work is licensed under the Creative Commons Attribution-Non Commercial-Share Alike 3.0 License.