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abigail brown

Torrey Pines High School
710 Encinitas Blvd., Encinitas, California 92024 - (858) 755-0125 Ext. 2120
Email: abby.brown@sduhsd.net - Web Site: www.abbymath.com

curriculum design

Through small group presentations, students review the course content. Each day, one or two groups briefly present material from their assigned section of the book. For their presentations students are to solve one problem using different methods of representation and share their analysis with the class.

multiple representations

Symbolically Using variables and standard mathematical operations and symbols. Writing equations and using traditional algebraic techniques.

Graphically Expressing problem situations or solutions through pictures, diagrams, and graphs. Drawing conclusions from the images.

Numerically Analyzing data tables, working with calculator solutions, solving problems via "guess and check," using approximation techniques.

Verbally Articulating one's understanding of the problem through applications, verbal explanations, or other creative demonstrations.

learning cycle

Exhibition Students present their problem to the class using the four different methods of representation.

Critique During the presentation, students in the audience fill out a "Project Critique" form that asks questions about methods of representation. Compliments and suggestions are also offered.

Reflection Students watch their own presentation on video. They complete "Project Critique" for themselves and read those from peers. Students then answer questions to guide them through reflection on their strengths and weaknesses.

Revision At the end of the reflection, students decide what they will do to improve the next presentation. They plan their next exhibition for the same problem or a new one.

evidence of student learning

Algebra In my experience, students' second presentations clearly show good attempts at using four methods. Few groups demonstrate an understanding of four distinct methods early on. (They often include two symbolic methods, for example.) The continuous improvement of presentation organization and word problem quality is evidence that students are learning from each other's presentations.

Calculus Students pick up on the different methods early. However, most groups have difficulty with numerical methods. A few groups present extended summaries, clearly reading information they do not fully understand. As with the Algebra classes, style improves after each group.

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