# Professional Learning Day

### Forest Avenue & Riverside

## Maximizing Student Mathematical Learning in the Early Years

__Some Practical Tips for Creating a Mathematics - Rich Environment__1. Use problems that have meaning for children (both practical and mathematical).

2. Expect that children will invent, explain and offer critiques of their own solution strategies within a social context.

3. Provide opportunities for both creative invention and practice.

4. Encourage and support children by providing carefully scaffolded opportunities which allow them to deepen their understanding, use meaningful and elegant solution strategies and confidently engage in the mathematics.

5. Help children see connections between various types of knowledge and topics, with the goal of having each child build a well-structured, coherent knowledge of mathematics.

*Capacity Building Series Maximizing Student Mathematical Learning in the Early Years, 2011*

*http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_maximize_math_learning.pdf*

## TEACHING TO IMPROVE STUDENT LEARNING & ACHIEVEMENT

2. Encourage and foster "math talk."

3. Facilitate experiences that allow for mathematization of everyday knowledge.

4. Model and nurture positive attitudes, self-efficacy and engagement.

*Capacity Building Series Maximizing Student Mathematical Learning in the Early Years, 2011*

*http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/cbs_maximize_math_learning.pdf*

## FIVE PRODUCTIVE TALK MOVES...

## REVOICINGRepeating what students have said and then asking for clarification. "So you're saying...?" | ## REPEATINGAsking students to restate someone else's reasoning. "Can you repeat what was just said in your own words?" | ## REASONINGAsking students to apply their own reasoning to someone else's reasoning. "Do you agree or disagree and why?" |

## REVOICING

Repeating what students have said and then asking for clarification. "So you're saying...?"

## REPEATING

Asking students to restate someone else's reasoning. "Can you repeat what was just said in your own words?"

## Adding OnPrompting students for further participation. Would someone like to add something more to that? | ## WaitingUsing wait time. Take your time...We'll wait... |

## LUCY WEST

*and states that teachers must have a common understanding of what*

**"barriers to talk"***truly means before we can expect students to engage in discussion and dialogue. West identifies*

**"accountable talk"***and states that teachers need to move beyond having students regurgitate rote facts through recall. Lucy West believes that teachers need to immerse themselves in meaningful discussion and dialogue with colleagues before they can expect students to question, defend and articulate their thinking in any content area. In a series of short video clips West deconstructs*

**five types of talk***that can be used to support students as they engage in meaningful and authentic discussion on a variety of topics. Professionals are encouraged to*

**talk moves***current practice and consider*

**rethink***old habits and beliefs with new habits that better*

**replacing***the skills students will be expected to have in the 21st century.*

**reflect**## TURN & TALK: ONE POWERFUL PRACTICE, SO MANY USES

## PRINT RESOURCES

__One Grain of Rice__by Demi @ 1997

__The Cloud Spinner__ by Michael Catchpool Illustrated by Alison Jay @ 2012

__The Action of Subtraction__ by Brian P. Cleary Illustrated by Brian Gable @ 2006

__So Few of Me__ by Peter H. Reynolds @ 2006

__Pest Fest__ by Julia Durango Illustrated by Kurt Cyrus @2007

__A Leaf Can Be ...__ by Laura Purdie Salas Illustrated by Violeta Dabija @ 2012

__Once Upon A Pond__ Written & Illustrated by Peter Simon @ 2008

__Giving Thanks__ by Jonathan London Paintings by Gregory Manchess @ 2003

__Tracks of a Panda__ by Nick Dowson Illustrated by Yu Rong @ 2007

__How Much? Visiting Markets Around the World__ by Ted Lewin @ 2006

__For Good Measure The Ways We Say How Much, How Far, How Heavy, How Big, How Old__ by Ken Robbins @ 2010

__Ten Birds__ by Cybele Young @ 2011

## MINDS-ON QUESTIONS

2. Write the names of ten places you can find a _____ (triangle) ?

3. What do you see? (variety of visual images)

4. There are 14 legs in a barn. What animals might be in the barn? Solve the problem in as many ways as you can.

5. Show how you might estimate the cost of coffee and a muffin for the group today.

6. How many things can you think of that come in pairs? in a dozen? in groups of three?

7. What numbers describe you? Explain the connection.

8. Write a plan for how you could figure out the number of games the Blue Jays will win/lose this season.

9. Write ten questions that someone could answer using the information on a graph.

10. Which number does not belong? Explain why. (6, 15, 10, 12)

**RESOURCE**: __ Share & Compare - A Teacher's Story About Helping Children Become Problem Solvers In Mathematics__ by Larry Buschman @ 2003 www.nctm.org

__-__

**Extending the Challenge in Mathematics***Developing Mathematical Promise in K-8 Students*by Linda Jensen Sheffield @ 2003

__ Eyes on Math__ -

*A Visual Approach to Teaching Math Concepts by Marian Small Illustrations*by Amy Lin @ 2013

__ Big Ideas from Dr. Small__ -

*Creating A Comfort Zone for Teaching Mathematics Grade K-3*by Marian Small @ 2010

__ Math & Literature__ by Marilyn Burns & Stephanie Sheffield @ 2004

** Critical Literacy** -

*Enhancing Students' Comprehension of Text*by Maureen McLaughlin & Glenn L. DeVoogd @ 2004

__ Many Texts, Many Voices__ -

*Teaching Literacy & Social Justice to Young Learners in the Digital Age*by Penny Silvers & Mary C. Shorey @ 2012

**It's Critical!***Classroom strategies for promoting critical and creative comprehension* by David Booth @ 2008