Conceptually-Based Upper School Mathematics Curriculum: Lesson Learned From Transition

Posted on by Society for Classical Learning

Geneva School transitioned to a conceptually-based, problem-solving focused mathematics curriculum for upper grades. We implemented Math in Focus for lower grades eight years prior. This curriculum uses
collaboration to foster learning and focuses on students making sense of mathematics for themselves. We will share lessons learned from the process, feedback from parents, implementation challenges, obstacles and success stories. Come learn from our experiences and see how you might make a similar transition within your school.

Janet Andreasen

Janet teaches prospective and practicing math teachers at the University of Central Florida. Her research interests include examining mathematical knowledge for teaching and using technology to foster learning of mathematical concepts. She received a bachelor’s degree in biomedical engineering from the University of Miami and both a master’s and doctoral degree in mathematics education from the University of Central Florida.

Kevin Clark

Kevin serves as Academic Dean of Th e Geneva School, where he has been a member of the rhetoric faculty for 14 years. Dr. Clark is a founding Fellow of SCL’s Alcuin Fellowship and speaks regularly at SCL and Alcuin retreats and conferences.

Christine Miller

Christine joined Th e Geneva School faculty in 2006 and teaches mathematics to dialectic and rhetoric students. She received her bachelor's degree in computer engineering from the University of Central Florida and worked as an engineer in the Central Florida area for seven years. In its inaugural year, Christine was the upper school winner of Th e Geneva School 2012 Paideia Award for Excellence in Teaching.

Connecting Grammar School Mathematics to High School Algebra

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Do you ever wonder why we teach specific representations in Grammar School? Do you wonder how you can connect your algebra curriculum to Grammar School mathematical knowledge? Come explore how areas of early mathematics connect to higher-level mathematics. We will explore multiplication, specifically, and will examine the connection between the early understanding and representation of whole numbers and the algebraic manipulations learned later in a student’s education.

Janet Andreasen

Dr. Janet B. Andreasen is an Associate Lecturer of mathematics education at the University of Central Florida (UCF). She is the Coordinator of Secondary Education and works with prospective and practicing mathematics teachers at the elementary, middle and high school levels. Dr. Andreasen’s research interests include examining mathematical knowledge for teaching and using technology to foster student learning of mathematical concepts. Prior to joining the faculty at UCF, Dr. Andreasen was a high school mathematics teacher. Dr. Andreasen has published books, book chapters and articles in state and national publications, and has conducted professional presentations throughout the United States. She is a member of the Association of Mathematics Teacher Educators, the National Council of Teachers of Mathematics and the Florida Council of Teachers of Mathematics.

Goes Into What? Making Long Division Make Sense

Posted on by Society for Classical Learning

Long division is often an area of mathematics where students (and teachers) struggle to make sense. Come explore how different models of division help to make long division make sense. We will also discuss how to use manipulatives and context to support students making sense of division.

Janet Andreasen

Janet B. Andreasen, PhD, is an Associate Lecturer of Mathematics Education at the University of Central Florida (UCF). She is the coordinator of secondary education and works with prospective and practicing mathematics teachers at the elementary, middle, and high school levels. Dr. Andreasen’s research interests include examining mathematical knowledge for teaching and using technology to foster student learning of mathematical concepts. Prior to joining the faculty at UCF, Dr. Andreasen was a high school mathematics teacher. Her children a end The Geneva School in Winter Park, FL. Dr. Andreasen has published books, book chapters, and articles in state and national publications as well as professional presentations throughout the United States. She is a member of the Association of Mathematics Teacher Educators, the National Council of Teachers of Mathematics, and the Florida Council of Teachers of Mathematics. Dr. Andreasen received a bachelor’s degree in Biomedical Engineering from the University of Miami and both a master’s degree in Mathematics Education and a PhD in Education, Mathematics Education from the University of Central Florida. Her dissertation focused on the ways that prospective elementary school teachers come to understand whole number concepts and operations in meaningful ways for teaching through the use of classroom norms and explanations and justi cations in a mathematics course for teachers.

Christian Dante: Salvation by Grace Alone in the Comedy

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In Paradiso 12 Dante says God rescued Christendom “through grace alone” (per sola grazia). Guido da Montefeltro (inferno 27) and his son Buonconte (Purgatorio 5) exemplify God’s grace, a theme that permeates the Comedy.

Christian Kopff

Christian Kopff was educated at St. Paul’s School (Garden City NY), Haverford College and UNC, Chapel Hill (Ph. D., Classics). He has taught at the University of Colorado, Boulder, since 1973, and most currently as Associate Director of the Honors Program. He has edited a critical edition of the Greek text of Euripides’ Bacchae (Teubner, 1982) and published over 100 articles and reviews on scholarly, pedagogical and popular topics. A Fellow of the American Academy in Rome, he has received research grants from the NEH and CU’s Committee on Research. The Devil Knows Latin: Why America Need the Classical Tradition (ISIBooks, 1999) is widely cited by Classical Christian educators. He translated Josef Pieper, Tradition: Concept and Claim (ISIBooks, 2008; St. Augustine’s, 2010) and contributed the Introduction to Herbert Jordan’s translation of Homer’s Iliad (Oklahoma UP, 2008).

Building a Community with Cardboard

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Board games have been played since antiquity, enjoyed a late twentieth century renaissance in Europe, and are now rapidly growing in popularity in the United States. Though largely misunderstood stateside, knowledge of modern games suggests that if incorporated
wisely, they may prove quite valuable for students, teachers, and parents alike. This seminar will explore the possibility that modern board games might provide a helpful tool for Christian classical schools. Consideration will be given to the use of board games in a variety of important ways including: within a classroom, as an extra-curricular club, a library offering, a tool for multi-generational interaction in the home, and as a potential means for community outreach. Attendees will leave with a greater understanding of gaming as a human phenomenon, but more importantly with easily implemented, practical ideas to help foster true community in their schools and positive relationships in their families.

Jason Edwards

Jason Edwards is an associate professor of history at Grove City College. He serves as a fellow with The Center for Vision & Values as well as a Lehrman Scholar and Salvatori Fellow for the Intercollegiate Studies Institute. Edwards co-authored the book Ask the Professor: What Freshmen Need to Know 2.0 (TDH Communications,2012) and has published writings in a variety of newspapers and journals including the Washington Times, University Bookman, and Touchstone. Edwards received a B.A. in history from Asbury College, his M.A. in history from the University of Kentucky, and his Ph.D. in the history and philosophy of education from the University of Kentucky

How Big is Their Iceberg

Posted on by Society for Classical Learning

Participants will explore the difference between conceptual and procedural understanding and how each can be viewed and applied in the mathematics classroom. Discussion will center around strategies for developing and identifying conceptual understanding and instructional strategies for supporting student learning of mathematics.

Janet Andreasen

Janet B. Andreasen, PhD., is a lecturer of mathematics education at the University of Central Florida (UCF). She is the coordinator of secondary education and works with prospective and practicing mathematics teachers at the elementary, middle, and high school levels. Dr. Andreasen’s research interests include examining mathematical knowledge for teaching and using technology to foster student learning of mathematical concepts. Prior to joining the faculty at UCF, Dr. Andreasen was a high school mathematics teacher. Dr. Andreasen has published books, book chapters, and articles in state and national publications as well as professional presentations throughout the United States. Dr. Andreasen received a bachelor’s degree in Biomedical Engineering from the University of Miami (FL) and both a master’s degree in Mathematics Education and a Ph.D. in Education, Mathematics Education from the University of Central Florida.