This workshop will take place on the Crownpoint campus of Navajo Technical University.
We will meet in the Hooghan.
Professional development credit certificates were available for this workshop. We are not able to offer stipends for this workshop. This workshop will feature Mark Saul. Mark is one of the few people who have won a presidential teaching award. This is the highest award given to a teacher in the US.
The workshop will start with breakfast at 9:00 a.m. and should end by 4:00 p.m. (perhaps sooner).
The full schedule and list of sessions are listed below.
9:00 – 9.30 Breakfast (and intros)
9:30 – 11:00 (Mark Saul) Math Circle Session 1
Title: Three principles of teaching mathematics
11:05 – 12:35 (Dana Nez) Math Circle Session 2
Title: Exploring Culture-based Dual-learning; Teaching STEM using Hájíínei Hane’
12:35 – 1:30 Lunch
1:30 – 2:00 Discussion about math circles/math festivals
2:00 – 3:30 (Mark Saul) Math Circle Session 3
Title: Festival Problems and Math Circle Problems
3:30 – 4:00 Final discussion.
What are the important things in teaching mathematics? If you’re a teacher like me, your first response might be: dealing with the children’s emotional needs, preparing them for life. Then preparing them for tests, setting up a positive social atmosphere in the classroom, comforting them when they have problems. Those are important in teaching any subject, any students. And perhaps are the most important things we do on a daily basis.
But what is important within mathematics? We will explore three points about teaching mathematics that sometimes escape us, and are fundamental to our work. These are things we must attend to–as well as the issues in the previous paragraph. Teaching is not a simple job.
Beginning with cultural knowledge, we explore the many facets of Our Origin Story and unpack the many sciences within. Using storytelling and hands-on activities we will explore our shared narratives.
Festival and Circle Problems
1) Some fun activities you can do with your students after class.
2) What mathematics does it lead to?
3) How do these activities relate to ‘mainstream’ classroom mathematics?