The Double Decker Bus
A primary numeracy collaborative inquiry
Primary Numeracy Collaborative Inquiry Proposal
Student Learning Need: Students have difficulty solving math problems using efficient computational strategies.
Problem: Students are using basic counting strategies when solving math problems. They would benefit from having a larger repertoire of computational strategies to draw upon.
Purpose Statement: The purpose of this inquiry is to determine how to build students' fluency with various computational strategies.
Inquiry Question: What is the impact of explicitly teaching computational strategies on students' ability to investigate mathematical ideas through problem solving?
Theories of Action
- If we engage in collaborative inquiry focusing on explicit instruction for teaching computational strategies, then we will be able to improve students' ability to select an appropriate strategy to explore mathematical ideas.
- If we make computational strategies explicit for students through number talks, then we will increase their capacity to investigate mathematical ideas and relationships through problem solving.
How does this work support the board’s Engage Math initiative?
This targets numerous facets of the PDSB’s EngageMath initiative including Basic Facts & Computational Skills, Purposeful Practise, Staff Collaboration, and Professional Learning.
- Number Talks (Parrish)
- Landscape of Learning (Fosnot)
- Investigating Number Sense, Addition, and Subtraction (Fosnot)
Assessment Strategies for Students
- Leading Indicator Data – Numeracy Task (developed by PDSB) ~ Initial & final tasks completed via individual conferencing with a scoring guide
- Assessment for learning: “look-for” observational checklist; Anecdotal notes of observations & conversations recorded during number talks
How will we know we know we met our goal?
We will compare our baseline diagnostic task (PDSB Numeracy Task for grades 1 & 2) with our final task by noting improvements on the scoring guide. Both the tasks will be completed through individual conferencing.
Learning Goal & Success Criteria
We are learning to represent our math ideas using thinking tools to solve math problems.
I can show what the problem is.
I can show how to solve the problem.
I can show the solution.
Observations to date
A few students are still counting one by one
Labelling parts of the number talks, increases reference
Improved methods to solve it, open to solving others
OK to see different ways
Chart paper – dots and numbers
Continue with lessons as planned, including lessons 8-10
Write stories of on and off the bus
Continue to develop computational strategies