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In-service program documentation
Learning about resources to support instructional innovation (D7.3)
Facilitator's plan for a session based on an Investigation from the "Connected
Mathematics Project" (by Raffaella Borasi)
Note: What follows is the outline for a 1 to 1 1/2 hour session based on Investigation 1 of the first unit on rational numbers (entitled "Bits and Pieces I") within the "Connected Mathematics" curriculum series. This investigation aims at developing a deeper understanding of fractions based on the construction of "fraction strips" and their use in a variety of thought-provoking activities. We invite readers to look at the Logistics and scheduling information for more information about the choice of this activity and its rationale.
Plan for the session
The plan for this session is best conveyed by the hand-out that was distributed to the participants to guide their group work and keep them focused on the main goals of this session:
1. Read the "Overview"
(when you are finished, start sharing your impressions with someone sitting next to you)
2. LARGE GROUP DISCUSSION -- What did we get from reading this overview? What is the "significance" of the "mathematical content" addressed in this unit? What is the role/value of an overview like this?
3. Read pages 5-13 of "Investigation 1", actually doing yourself the problems it proposes; read through the set of "ACE" problems and do #26 (p.17); read p.18 and (if you have time) try to do the suggested journal assignment
(when you are finished, start sharing your impressions with someone sitting next to you)
4. LARGE GROUP DISCUSSION -- What were the values/shortcomings of this investigation? How does it compare with a "traditional" approach to introducing fractions? What was the role/value of doing the problems yourself? What about the format of this book (from students AND teacher's viewpoint)
5. (For homework) Read pp. 18a-18j ("Teaching the investigation") to get a sense of this important component of the teacher's guide and appreciate what it can offer.
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