Sunday, December 29, 2013

Article: Helping Young Children See Math in PLAY - Early Childhood Mathematics

Capitalize on opportunities for mathematical concepts to emerge in common preschool contexts, such as doll corners and block centers.

If you had the chance to read this, how does this change your attention to what happens during "play" time?  Are there any specific parts to this article that caught your attention?  How can we use this information to help our students understand number sense?

Article: Strengthening Discussions by Allison B. HIntz


In this 7-page article from NCTM the author describes the effects of strategy sharing on students' mathematical thinking process. The article presents vignettes and perspectives gathered from a study conducted with first and fourth graders over the course of year. The author focuses not only on effective strategy sharing discussions, but also how students feel about strategy sharing and the possibility that they may make errors.

What are your thoughts?  After reading the article do you promote quality mathematical discussions?  Do you allow students to engage each other in the discussion or during the discussion are students talking to you?  What do you feel about having students correct each others mistakes?

Classroom discussions (discourse) are the foundation to gaining true depth of knowledge. This depth can be solidified through mathematical tasks as described in What is a Mathematical Task in my blog (schommermath.blogspot.com).





RTI: Meeting the Needs of a Student - ELL - Age 7

"The student I have in my classroom is ELL and didn't start speaking English until he entered Kindergarten.  He completed two years of Kindergarten and is being serviced through speech and language  for language development.  He also is seen 5 days a week one on one with our ELL teacher.  My student has a very hard time understanding most math vocabulary, for example: more, less  bigger, smaller,   add, subtract.  With visual pictures he can sometimes understand these math concepts but it isn't consistent. For the Aims web screener he scored within the lowest 10th percentile for oral counting, number identification, quantity discrimination, missing number, and math computation.  Right now we are just trying to find appropriate interventions.  Some of us feel that there might be something more then just a language barrier.  His academic gains in math this year have been very very slow."  


That is the situation.  Any ideas on how to help this teacher meet the needs of the student?