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An Africentric Approach to Teaching Mathematics, Science

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An Africentric Approach to Teaching
Mathematics, Science, and Technology
Africentric Alternative School Information Session
Thelma Akyea
Mathematics, Science, and Technology Teacher
Carleton Village Public School
About The Speaker
• Grade 7 and 8, Math, Science, and Design and
Technology teacher at Carleton Village PS with
an Honours Specialist in the Sciences
– Africentric Summer School Teacher for two
consecutive years
– Inclusive Schools Lead Teacher
– Report Card Administrator
– Mentor Teacher
• Member of the Education Committee for the
Textile Museum of Canada
• Pursuing a Masters Degree in Education
– Specializing in Inner City Education
The Ontario Curriculum
THE GOALS OF THE SCIENCE AND TECHNOLOGY PROGRAM
“A scientifically and technologically literate person is one who can read and
understand common media reports about science and technology, critically evaluate
the information presented, and confidently engage in discussions and decisionmaking activities that involve science and technology.”
The Ontario Curriculum: Mathematics, Grades 1 – 8, Science and Technology
Taken from: Science Co-ordinators’ and Consultants’ Association of Ontario and
Science Teachers’ Association of Ontario,
“Position Paper: The Nature of Science” (2006), p. 1
Science & Technology: Teaching
Strategies
•
•
•
•
Problem Solving
Case Based Learning
Co-Operative Learning
Experiential Learning
Science and Technology: Cased Based
Learning
• Science Inquiry
– How does President-Elect Obama’s Win
relate to science?
• An open question that
– Allows students to identify with the subject matter
– Sets the stage for Understanding Life Systems
– Provides the opportunity for a seamless transition
into further study of the African diaspora and science
(eg. Inventors of African)
Science and Technology: Cased Based
Learning
Science and Technology: Cased Based
Learning
Science and Technology: Cased Based
Learning
• Science of Africa
• The Legacy and
Remnants of
Slavery
• Overcoming Racism
Science and Technology: Cased Based
Learning
The Ontario Curriculum
PRINCIPLES UNDERLYING THE ONTARIO MATHEMATICS CURRICULUM
“This curriculum recognizes the diversity that exists among students who study m
mathematics. It is based on the belief that all students can learn mathematics and
deserve the opportunity to do so. It recognizes that all students do not necessarily
learn mathematics in the same way, using the same resources, and within the same
time frames. It supports equity by promoting the active participation of all students and
by clearly identifying the knowledge and skills students are expected to demonstrate
in every grade.”
The Ontario Curriculum: Mathematics, Grades 1 – 8, Mathematics (2005)
p. 3
Mathematics: Teaching Strategies
•
•
•
•
Problem Solving
Case Based Learning
Co-Operative Learning
Experiential Learning
Mathematics: Problem Solving Model
• Planning
– Identify the math skills required
– Integrate cross-curricular understanding
• Make The Plan
– Develop the steps that are required to solve the problem
– Outline how each math skill will be used
• Carry Out The Plan
• Look Back At the Solution
– The Ontario Curriculum: Mathematics (2005)
Mathematics: Problem Solving Model
The Challenge
• Imagine you are an expert
Kente cloth weaver in Ghana.
The people of your village
have asked you to make a
special cloth to send as a gift
to President-Elect Obama for
his inauguration. You want to
make a cloth that tells a story.
How can you accomplish this
important task?
A Special Gift
Mathematics: Problem Solving Model
Planning
A Special Gift
Number Sense
and Numeration
Overall
Expectations
• Read, Represent,
Order, and Compare
Numbers
• Solve Addition,
Subtraction,
Multiplication, and
Division
• Investigate
proportionality
Guiding Questions
• How big is the cloth?
• How much thread is
required for each
adwene, strip, cloth?
• What is the
relationship between
these values?
• What is the cost
associated with this
amount of thread?
Mathematics: Problem Solving Model
Planning
A Special Gift
Measurement
Overall
Expectations
• estimate, measure,
and describe length
using standard and
non standard tools (eg.
Susudua)
• Compare, describe,
order objects based on
measurable attributes
Guiding Questions
• Estimate the size of
cloth that you will need
for the President-elect
• What will be the length
of each adwene ?
• How long will each
strip be?
• How will I layout the
pattern on the cloth
Mathematics: Problem Solving Model
Planning
A Special Gift
Patterning and
Algebra
Overall
Expectations
Guiding
Questions
• Identify, create and
extend repeating
patterns using
geometric models
and numbers
• What patterns do
you see?
• Which symbols will
you use to tell your
story and why?
• Can you represent
a Kente pattern
using shapes
and/or numbers?
Mathematics: Problem Solving Model
Planning
A Special Gift
Mathematics: Problem Solving Model
Planning
A Special Gift
Thank You For Your Attention
• Special Thanks To:
– Students in the Grade 8 Science Classes,
2008
– Collaborative Staff of Carleton Village C.
Ennis, U. McKenzie, W. Powell, C. Wyat,
and A. Moore
– Kelly Sharp for her insightful contributions
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