Junior Undiscovered Math Prodigies

Junior
Undiscovered
Math
Prodigies
Founder: Dr. John Mighton
Principles
›  Confidence
building
›  Guided Practice
›  Guided discovery
›  Continuous
assessment
›  Scaffolded
Instruction
›  Mental Math
›  Deep
Conceptual
understanding
Barrier1: anxiety
and lack of self
efficacy.
Research
Pajares, F., and Miller,
D. (1994). Role of selfefficacy and selfconcept beliefs in
mathematical
problem solving: A
path analysis.
Barrier2:
Feeling inferior
or superior.
Research
Henderlong Corpus,
J., et. al. (2006). The
effects of socialcomparison versus
mastery praise in
children's intrinsic
motivation.
Barrier3:
Innate ability
or effort.
Research
Usher, E. L. (2009).
Sources of middle
school students' selfefficacy in
mathematics: A
qualitative
investigation.
Barrier4: Extensive
practice to master skills.
Barrier5: too much
information overwhelm
Henderlong Corpus, J., et. al.
(2006). The effects of socialcomparison versus mastery praise
in children's intrinsic motivation.
Lee, K., Ng, E. L., & Ng, S. F. (2009).
The contributions of working
memory and executive functioning
to problem representation and
solution generation in algebraic
word problems
Research
Research
Barrier6: weak
readers and ESL
Research
Fuchs, L., Fuchs, D. &
Prentice, K. (2004).
Responsiveness to
mathematical
problem-solving
instruction:
comparing students
at risk of
mathematics
disability with and
without risk of
reading disability
Barrier7:using
manipulatives
Research
Kaminski, J. A.,
Sloutsky, V. M., &
Heckler, A. F. (2009).
Concrete
instantiations of
mathematics: A
double-edged
sword.
Barrier9: memorize rules vs.
understanding.
Research
Ross, P. (2006). The Expert Mind
Barrier8: number
facts and
working
memory.
Research
Fuchs, L.S., Fuchs D., et
al (2006) The cognitive
correlates of third
grade skill in arithmetic,
algorithmic
computation and
arithmetic word
problems
Barrier10: mastering skills
and concepts
Research
Rittle-Johnson, B., & Kmicikewycz,
A. O. (2008). When generating
answers benefits arithmetic skill: The
importance of prior knowledge
In the Classroom
›  Teach
at regular intervals
›  Mini- quizzes
›  Assess
›  Bonus Questions
›  If a student does not
understand…
›  Make a step easier
›  One piece of information at a
time
›  Verify the skills
›  Students should not work a
head
›  Raise the bar incrementally
›  Praise
›  Teach the number facts
›  Attitude towards Math
4
6
8
10
Counting
2
2 X 3
Until
you
have
this
many
fingers
up
Count on
your
fingers by
this
number
Skills 7 and 8
Add 4 to a number
by adding 2 twice
Example: ?
Subtract 4 from a
number by
subtracting 2 twice
Example: ?
Students who have
fallen behind
• 
• 
• 
• 
• 
Teach number facts
Give cumulative Reviews
Math terms part of the
spelling lesson
Extra review
Wait time
The plus of the
materials
• 
• 
• 
• 
Diversity of
representation
Differentiated instruction
Text and layout
Review workbooks
Content
All the teacher guides have
mental math practice, a
checklist and 18 skills that
students need to work on.
Patterns and Algebra
Number Sense
Measurement
Probability and data
Management
•  Geometry
• 
• 
• 
• 
What does research say?
The results from fall and spring assessments revealed
significant gains for students participating in JUMP Math’s
2013-2014 National Book Fund. A total of 241 grade 4 students
in 12 classrooms completed the math computation subtest of
the WRAT-4 in the fall and spring of the 2013-2014 school year.
›  Hospital
for Sick Children 2008-2009
›  Ontario institute for Students in Education (OISE)
2007-2008
›  Vancouver School Board 2006-2007
›  The Borough of Lambeth (London, UK) 2006-2009
›  During her first year using JUMP, a Toronto
teacher lifted her class average ranking from the
66th percentile on the grade 5 TOMA test to
92nd percentile on the grade 6 test, in
September of the following year. Her next class
improved its average ranking from the 54th to
98th percentiles.
›  Jump Math Evaluation Pilot 2007-2008
What is good about
JUMP?
›  Easy Access.
›  Affordable and
constant training.
›  Concepts break into
steps.
›  Developed with the
expectation that
every child will excel
›  When a student
struggles first to
question the
instruction.
›  Evidence based
approach.
What are the concerns?
›  Lack of language
›  It makes a big
difference the way is
implemented
›  Little percentage of
effort to follow
research.
›  Lack of quantitative
research in a quasiexperimental situation.
›  Programme developed
till grade 8
›  Increases in research
results come from
standardized tests
References
›  Dweck,C.S.(2000).
SelfTheories: Their Role
in Motivation, Personality and
Development. NY: Psychology Press.
›  Mighton, J. (2007). The myth of ability:
Nurturing mathematical talent in every
child. Toronto: Anansi. Retrieved
fromwww.summon.com
›  Mighton, J., Sabourin, S., & Klebanov, A.
(2010). Jump math teacher resources.
Toronto, ON: JUMP Math. Retrieved from
www.summon.com
›  http://jumpmath.org