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Collaborative Manipulative Mathematics Research:

Collaborative Manipulative Mathematics Research:. Teacher Role. What does the teacher “ do ” to plan and implement a successful mathematics program with primary students?. Why do we do what we do? What can I change? How can I make this better?.

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Collaborative Manipulative Mathematics Research:

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  1. Collaborative Manipulative Mathematics Research: Teacher Role

  2. What does the teacher “do” to plan and implement a successful mathematics program with primary students?

  3. Why do we do what we do? What can I change? How can I make this better? I’ve always questioned classroom practice and pushed to change what I believed to not be working well…

  4. The Study • Use of video • Teacher journaling and reflection • Observation (Dr. Vi Maeers) • Parent interviews and feedback • Student self-reflection, math logs and homework tasks • Finally, identification of critical factors

  5. From Many Perspectives… Through Vi’s Eyes… • Community of Learners (caring, trusting, thoughtful, peer tutoring and cooperation) • Productive use of time • Child-centred and collaborative (student input) • Connection of theory and practice • Teacher attitude, management and knowledge of curricula • Problem of the Day

  6. Student explaining in response to teacher’s probing question… Peer Discussion about task at hand in measurement…

  7. Input of students …

  8. Problem solving experiences take time. It’s essential that teachers provide the time that’s needed for children to work through activities on their own and that teachers not slip into teaching-by-telling for the sake of efficiency. Burns (1992)

  9. Through Parents’ Eyes… • Student understanding, application and connections (more than rote) • Integration of curricula-thematic work • Mathematics beyond the classroom allowing for parent-child interaction • Facilitation of student learning and extension beyond requirements • Mathematics is “fun” • Parent Nights

  10. Parents and children were involved in homework tasks related to current topics…

  11. Math Nights were a learning experience… “If Math had been this much fun when I was going to school, I’d have…”

  12. Through Students’ Eyes… • Math is fun! • Problem of the Day! • Input through “favorites” • Student reflection & Self-Assessment, Portfolios, Parent-Child Math Nights, etc. • Use of manipulatives, centres • Technology

  13. Monthly Reflection on “favorites”

  14. Students are invariably insightful…

  15. Student Writing…

  16. Recording in Math Logs…

  17. Estimating and Checking… Estimation is a life skill which improves with practice in all areas of mathematics In this changing world, those who understand and can do mathematics will have significantly enhanced opportunities and options for shaping their futures. Mathematical competence opens doors to productive futures.

  18. After exploring, students record…

  19. Which 3-D shapes will stack? What can you build with 3, 4, or more shapes? Creating with Geoboards and elastics…

  20. Student writing as assessment…

  21. And my Perspective… • Routine, ready-to-go, Community of Learners • Challenging students, Problem of the Day • Sharing of strategies and peer discussion • Activity-based, varied themes, integration • Involvement of all stakeholders-sharing and extension of learning-connectiveness • Cooperation, pride and self-esteem of students • Teachable moments • Teacher as on-going learner

  22. We believe that if we want students to understand mathematics, it is more helpful to think of understanding as something that results from solving problems, rather than something we can teach directly.

  23. Common Themes… • Building a Community of Learners and involvement of all participant groups • Value in hands-on exploration, experiential learning, and construction of knowledge • Math is fun, challenging, and involves problem solving leading to understanding and application • Collaboration is essential; connecting it to real life is a must • Self and peer-assessment, logs and portfolios = Positive Self-Esteem • Extension and student-interest • Facilitation of learning - ?s, discussion, sharing

  24. Math Learning-Integrated, Challenging & Fun for all!

  25. Importance of the Research… • Confirmation that what I was doing had merit • Led to a Fellowship for a week’s study at Queen’s in Kingston • Encouraged me to put together a booklet of ideas for primary homework tasks • Ideas shared through workshops province-wide & beyond • Eventually, led to the writing of Gr. 1 & 2 Companion Math documents for Sask Learning • Since retirement I have been teaching EMth and Early Childhood at the U of R for 10 years • Continued on-going passion for teaching & mathematics which I hope encourages others to use activity-based math • Donation of math materials and related literature to Gabriel Dumont Library for use by students/teachers in today’s classrooms • Scholarship fund at U of Regina

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