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

1/--pages