Welcome back to our book study! We are currently reading Math Sense: The Look, Sound, and Feel of Effective Math Instruction, by Christine Moynihan. Are you just joining in? Get caught up with these links to previous chapters.
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Here’s the reading schedule (use the links to visit any of the posts):
- Aug 19, Chapters 1 & 2
- Aug 26, Chapter 3
- Sept 2, Chapter 4
- Sept 9, Chapter 5
- Sept 16, Chapter 6
- Sept 23, Chapter 7
Chapter 6, The Feel of It All
Last week I declared Chapter 5 my favorite chapter. This week I learned not to play favorites! Ha ha. Here’s a great quote to start us off:
“Anyone who has ever taught math knows that affective considerations–feelings and attitudes–greatly influence student performance.”
Let’s face it, many people have negative feelings about math–doing it, learning it, teaching it. Those feelings are often validated by the comments of well-meaning parents, friends, or colleagues–Yeah, me too! or Don’t worry, I was never good at math either!. That is clearly an obstacle we have to overcome in our classrooms and sometimes even in ourselves. This chapter gives us a glimpse into what a math classroom can and should feel like.
The Important Book has long been a favorite of mine to use in math class. I have used it both for kids to tell what they know about a specific math topic (geometry, multiplication, etc.) and, as Moynihan described, for them to share their general feelings about math. Used as the latter, it can give us a wealth of information about our students’ perceptions of math, which is a great starting point for building a classroom culture of curiosity, collaboration, and creativity.
A pervasive thread through this whole chapter is that the learning is in the hands of the students, getting back to the idea that the teacher’s role is that of facilitator. Think about it, the more students are able to share their ideas without the risk of ridicule, the more confident they become. As students collaborate with others and have a sounding board for their ideas, they are willing to take more risks. Which, in turn, builds confidence, pride, and enthusiasm.
So let’s look at another recurring theme:
“If so, then you know that this teacher has set purposeful learning into motion by presenting mathematical tasks that will bring about new learning, solidify prior learning, and do so with clarity and intentionality.”
“The classroom teacher had obviously done her job in establishing trust between her and her students as well as among her students.”
“If you see this, it has not come about by accident. It is the result of the calculated and consistent work of the teacher, who has convinced her students that collaborating only makes them stronger and better learners.”
“This component–creativity/imagination must be watered daily by the teacher if it is to take root and grow.”
The point here is pretty obvious–creating a “place where rich mathematics happens for each student” takes effort and planning on the part of the teacher, and it does not happen overnight. I think the process begins with honest self-reflection (as does any form of meaningful change). And that’s exactly where Chapter 7 takes us!
Water your garden well this week. 🙂
I am not sure that I like the climate in my room when it comes to math right now. I am trying really hard to find a good balance in making learning math fun and using the curriculum materials that the district expects us to use. The worksheets that we have in Kindergarten are less than appealing and I don’t feel they give a very good picture of what the kids know and don’t know. Much of what we are doing right now is in a large group. I did try my small groups at the beginning but I am not sure that these first few topics are the best for that.
Megan
This next topic is on Position and Location and after reading this chapter I am trying to figure out how I can allow for the students to be more creative. One idea I came up with is having the students create the vocabulary cards rather than use the ones that come with the program. This is where most of the time I would just throw up my hands and say forget it but I am trying really hard to think outside the box.
Hey, Megan! I agree that having to use substandard materials can be frustrating. Have you ever asked if you HAVE to use the curriculum materials? I have a friend in Florida who approached her principal and asked if she could use alternate materials and techniques in place of the textbook she was given for 1st grade. She explained that she did not feel that the textbook materials were adequate for the increased rigor of Common Core. The principal gave her the green light, and for a year she taught with materials she found on the internet and blogs (that’s actually how we became friends!). This year, she’s working with other teachers on her staff as they move away from the textbook and toward more authentic, number sense based math instruction. Her approach was kinda (very!) drastic, but you sounds committed and you will find ways to give your kiddos a richer math experience! Hang in there!
I yearn for a classroom that feels like what was described in this chapter. Ten days into the school year, we have just begun the steps towards building a community where everyone feels safe being who they are and sharing their thoughts. Relationships between student and teacher and student and student are in the infant stages. We’re making progress, but only time and hard work will bring us to where we want to be. It helps me to have a clear picture of what I’m shooting for. This chapter has helped clarify that picture for me. It’s an image I can go back to for encouragement and evaluation.
I’ve been happy to witness kids working together with tablemates to solve problems and accomplish simple tasks. I’ve heard some great discussions. Their focus and stamina are growing. I’m working hard to involve each child in a way that’s appropriate for where he/she is.
Sometimes it seems overwhelming and it’s definitely exhausting, but it will all be worth it.
You make an excellent point, Sandi. Building a learning community takes time and effort! I think sometimes we fall into the trap of thinking we can “teach” all of our rules and procedures in the first two weeks of school, and then we wonder why our class doesn’t feel the way we want it to. I applaud your commitment to building a vibrant and collaborative learning community, and I have no doubt that you will achieve it! 🙂
I appreciate the importance of “purposeful accessible learning” and for that to happen we need to find out what our students know and understand. It’s easy to turn the page and teach the next topic in a book, but the topic on the next page might not be what the student is ready for. Purposeful accessible learning requires formative assessments, building on skills and knowledge, and helping students see connections. This allows students to work in their “zone of proximal development,” which makes math accessible and enjoyable.
Fabulous comment, Dawn. I’m in total agreement that we teach students, not topics!