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$3,000 Grant to Help Teach Math Nontraditionally

Posted on: Tuesday, 7 March 2006, 09:01 CST

By Paul Westmoore

Starpoint Middle School teacher Cindy Halleen has been awarded a $3,000 grant to help struggling sixth- and seventh-grade pupils master mathematics in nontraditional ways.

An Academic Intervention Services mathematics teacher, Halleen will use the Narrowing the Achievement Gap in Mathematics grant to set up a room with three stations so pupils who need help can learn to solve math problems in ways they may find easier to understand than the traditional lecture format they normally get in a classroom setting.

She also said her approach should motivate pupils to learn because they will work in small groups to solve problems that deal with real-life situations they're bound to face as adults.

The National Council for Teaching Mathematics in Reston, Va., notified the district late last month about the grant award, said district grant writer Maggie Cattarin, who put the grant application together for Halleen.

"She'll get the money in May," Cattarin said.

Halleen said she will use the cash to buy two computers, computer software such as Microsoft Excel and an architectural program, as well as classroom supplies that will enable pupils to work out math problems in different ways.

To obtain the grant, Halleen said, "I had to develop ways that we could help these students overcome the academic barriers that are hindering their progress. I proposed a different type of learning environment for them."

When September rolls around, she said, "The kids will work in small groups solving real-life problems, like using calculations to see how math is used in purchasing a car.

"It should motivate them because it will show them that knowing this is in their own self-interest," Halleen said.

She said everyone needs to be able to compare cars -- their styles, size, components and prices -- to determine what would be the best vehicle for them to purchase based on what they can afford.

To make it more real and less abstract, she said, pupils could make a poster or draw a chart showing all the options they have or even make little cars that represent what choices they have and use it to help determine what their best option would be.

"Basically, they'll take an abstract concept, break it down and make it realistic and meaningful," she said.

At another station, they might want to figure out how to make their ideal bedroom. They'll need to design it on a computer, map out its measurements, determine which materials will be needed and figure out what each aspect of it will cost, she said. That will require architectural and Excel spreadsheet programs to arrive at those answers, a process that will involve using various forms of mathematics, including geometry.

Halleen said she wants to use this approach because "these are kids who don't like mathematics and, in a lot of cases, are turned off by it and don't see its relevance.

"But if we can show them they will need it throughout their lives," she said, "it hopefully will motivate them to learn."

e-mail: pwestmoore@buffnews.com

Source: Buffalo News

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