Welcome to the Yukon Education Show Me Your Math! Wiki

This wiki has been brought to you by Ms. Paula Thompson, Mathematics Consultant and the educators of the Yukon Territory, Canada. This wiki is based on the work of David Wagner & Lisa Lunney Borden from the University of New Brunswick. Jim Barta from the University of Utah was also an inspiration for this project. Finally, Alan J. Bishop was the source of this inspiration. In particular, for me, his book, "Mathematical Enculturation - A Cultural Perspective on Mathematics Education" and his article "Mathematics Education in Its Cultural Context."

Show Me Your Math!

What is mathematics? Some say the mathematics is what we do in class at school or maybe what mathematicians do but mathematics is much more than that!

Check out the explaining page for more information and local examples.

Show Me Your Math! Contest Information

Deadline

This contest is open for continuous submissions.

Eligibility

Entries may be from students and educators in the Stikine and Yukon. Students can be in schools or home-schooled.

Rules

Projects may be from individuals, groups, or classes.
Projects must be sent electronically in a format that is publishable to a web site by conforming to the Yukon Education Web Publishing Policy.
Projects will be posted on the Yukon Education Virtual Math Fair Wiki.
Exemplary projects will be selected for posting on the Yukon Education Show Me Your Math! Wiki, other Yukon Education Wikis and portions of them may be published in a print form too!
Participating teachers will have their names entered for random prize draws for their classrooms.
Submit entries via e-mail or on disc to Paula.Thompson@yesnet.yk.ca or to Yukon Education, 1000 Lewes Blvd., Whitehorse, YT Y1A 3H9.

Curriculum & Other Considerations For Show Me Your Math!

Information & Communication Technology (ICT) Curriculum

(From the front matter math IRPs)
Contextualization and making connections to the experiences of learners are powerful processes in developing mathematical understanding. When mathematical ideas are connected to each other or to real-world phenomena, students can begin to view mathematics as useful, relevant, and integrated.

Learning mathematics within contexts and making connections relevant to learners can validate past experiences, and increase student willingness to participate and be actively engaged.

The brain is constantly looking for and making connections. “Because the learner is constantly searching for connections on many levels, educators need to orchestrate the experiences from which learners extract understanding… Brain research establishes and confirms that multiple complex and concrete experiences are essential for meaningful learning and teaching” (Caine and Caine 1991, p. 5).

Communication

(From the front matter in the math IRPs)
Students need opportunities to read about, represent, view, write about, listen to, and discuss mathematical ideas. These opportunities allow students to create links between their own language and ideas, and the formal language and symbols of mathematics.

Communication is important in clarifying, reinforcing, and modifying ideas, attitudes, and beliefs about mathematics. Students need to be encouraged to use a variety of forms of communication while learning mathematics. Students also need to communicate their learning using mathematical terminology.

Communication can help students make connections among concrete, pictorial, symbolic, verbal, written, and mental representations of mathematical ideas.

Visualization

Visualization “involves thinking in pictures and images, and the ability to perceive, transform and recreate different aspects of the visual-spatial world” (Armstrong 1993, p. 10). The use of visualization in the study of mathematics provides students with the opportunity to understand mathematical concepts and make connections among them.

Visual images and visual reasoning are important components of number, spatial, and measurement sense. Number visualization occurs when students create mental representations of numbers.

Being able to create, interpret, and describe a visual representation is part of spatial sense and spatial reasoning. Spatial visualization and reasoning enable students to describe the relationships among and between 3-D objects and 2-D shapes.

Measurement visualization goes beyond the acquisition of specific measurement skills. Measurement sense includes the ability to decide when to measure, when to estimate and to know several estimation strategies (Shaw & Cliatt 1989).

Visualization is fostered through the use of concrete materials, technology, and a variety of visual representation.

Welcome to the Yukon Education Show Me Your Math! Wiki | Show Me Your Math! | Show Me Your Math! Contest Information | Curriculum & Other Considerations For Show Me Your Math! | Visitor Locations

## Table of Contents

## Welcome to the Yukon Education Show Me Your Math! Wiki

This wiki has been brought to you by Ms. Paula Thompson, Mathematics Consultant and the educators of the Yukon Territory, Canada. This wiki is based on the work of

David Wagner & Lisa Lunney Bordenfrom the University of New Brunswick.Jim Bartafrom the University of Utah was also an inspiration for this project. Finally,Alan J. Bishopwas the source of this inspiration. In particular, for me, his book, "Mathematical Enculturation - A Cultural Perspective on Mathematics Education" and his article "Mathematics Education in Its Cultural Context."## Show Me Your Math!

What is mathematics? Some say the mathematics is what we do in class at school or maybe what mathematicians do but mathematics is much more than that!

A mathematician named Alan Bishop has said that mathematics is counting, measuring, and locating. When you design, explain or play with counting,measuring or locating, you are doing math.

This is common to all cultures. If you think of mathematics in this way, you might begin to see it all around you.Be a mathematician and explore counting, measuring, locating, designing, explaining and/or playing! "Unfreeze this frozen mathematics, by rediscovering this hidden mathematics."

## Counting

Check out the counting page for more information and local examples.## Measuring

Check out the measuring page for more information and local examples.## Locating

Check out the locating page for more information and local examples.## Designing

Check out the designing page for more information and local examples.## Playing

Check out the playing page for more information and local examples.## Explaining

Check out the explaining page for more information and local examples.## Show Me Your Math! Contest Information

## Deadline

This contest is open for continuous submissions.## Eligibility

Entries may be from students and educators in the Stikine and Yukon. Students can be in schools or home-schooled.## Rules

Projects may be from individuals, groups, or classes.Projects must be sent electronically in a format that is publishable to a web site by conforming to the Yukon Education Web Publishing Policy.

Projects will be posted on the Yukon Education Virtual Math Fair Wiki.

Exemplary projects will be selected for posting on the Yukon Education Show Me Your Math! Wiki, other Yukon Education Wikis and portions of them may be published in a print form too!

Participating teachers will have their names entered for random prize draws for their classrooms.

Submit entries via e-mail or on disc to Paula.Thompson@yesnet.yk.ca or to Yukon Education, 1000 Lewes Blvd., Whitehorse, YT Y1A 3H9.

## Curriculum & Other Considerations For Show Me Your Math!

## Information & Communication Technology (ICT) Curriculum

## K-5 Aboriginal Learning Outcomes

## Mathematics Curriculum

## Outcomes

## Mathematical Processes

## Connections

(From the front matter math IRPs)

Contextualization and making connections to the experiences of learners are powerful processes in developing mathematical understanding. When mathematical ideas are connected to each other or to real-world phenomena, students can begin to view mathematics as useful, relevant, and integrated.

Learning mathematics within contexts and making connections relevant to learners can validate past experiences, and increase student willingness to participate and be actively engaged.

The brain is constantly looking for and making connections. “Because the learner is constantly searching for connections on many levels, educators need to orchestrate the experiences from which learners extract understanding… Brain research establishes and confirms that multiple complex and concrete experiences are essential for meaningful learning and teaching” (Caine and Caine 1991, p. 5).

## Communication

(From the front matter in the math IRPs)

Students need opportunities to read about, represent, view, write about, listen to, and discuss mathematical ideas. These opportunities allow students to create links between their own language and ideas, and the formal language and symbols of mathematics.

Communication is important in clarifying, reinforcing, and modifying ideas, attitudes, and beliefs about mathematics. Students need to be encouraged to use a variety of forms of communication while learning mathematics. Students also need to communicate their learning using mathematical terminology.

Communication can help students make connections among concrete, pictorial, symbolic, verbal, written, and mental representations of mathematical ideas.

## Visualization

Visualization “involves thinking in pictures and images, and the ability to perceive, transform and recreate different aspects of the visual-spatial world” (Armstrong 1993, p. 10). The use of visualization in the study of mathematics provides students with the opportunity to understand mathematical concepts and make connections among them.

Visual images and visual reasoning are important components of number, spatial, and measurement sense. Number visualization occurs when students create mental representations of numbers.

Being able to create, interpret, and describe a visual representation is part of spatial sense and spatial reasoning. Spatial visualization and reasoning enable students to describe the relationships among and between 3-D objects and 2-D shapes.

Measurement visualization goes beyond the acquisition of specific measurement skills. Measurement sense includes the ability to decide when to measure, when to estimate and to know several estimation strategies (Shaw & Cliatt 1989).

Visualization is fostered through the use of concrete materials, technology, and a variety of visual representation.

## Problem Solving

Multicultural Literature as a Context for Problem Solving: Children and Parents Learning TogetherThrough the literature of different cultures, teachers facilitate family members working together to solve mathematical problems embedded in or related to the text of the stories.

## Other

The other mathematical processes from the curriculum include technology, estimation and mental mathematics, communication, and reasoning.## Nature of Mathematics

(From the front matter in the math IRPs)## Goals for Mathematics

(From the front matter in the math IRPs)## School Plans

## Other?

## Visitor Locations