Active Learning in Adult Numeracy
In this series of five short professional development video segments for adult numeracy teachers, math and numeracy teacher and professional development specialist Steve Hinds demonstrates and discusses lessons on functions. The teaching practices are described as “appropriate for math teachers at all levels.” Each video has a short background essay.

  • Communicating in Math Classrooms
    Steve Hinds demonstrates how a teacher can circulate and question students to assess their understanding, get them to explain and evaluate each other’s thinking, and guide them in productive directions without telling them what to do.
  • Deepening Conceptual Understanding
    Steve Hinds demonstrates an approach to graphing function solutions that is based on the underlying meaning of the points, and not on mechanically following a procedure
  • Resisting the Temptation to be Too Helpful
    Steve Hinds demonstrates and discusses how teacher efforts to be helpful can sometimes backfire and limit opportunities for student learning.
  • Scaffolding Adult Numeracy Lessons
    Steve Hinds demonstrates and discusses how teachers can successfully and gradually move from informal to more formal representations of functions.
  • Building Deeper Understanding of Decimal Numbers
    Steve Hinds demonstrates how a brief discussion of money and decimals can help students to shed common misconceptions about decimal place value.

Math Instructional Strategies: equivalence of the mathematical expressions of fractions, decimals, and percents
Part of Math Instructional Strategies:Number Operations

Observing Standards-in-Action: Math Classroom Lesson
Produced by Oppix Productions under a contract with MPR Associates from the U.S. Department of Education at the Prince William County Public Schools Education Program, Woodbridge VA

Teaching with Questions 5 mins, 52 secs
Math and numeracy teacher Steve Hinds, teaching college transition classes at the City University of New York (CUNY) when this was made, demonstrates in his classroom an approach that involves making few statements and, instead, asking questions to help students develop new math realizations based on the questions. He tries to build a peer learning culture where students “come to their own mathematical realizations” and “deepen their own math conceptual understanding.”

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