Miss Younger's Math Musings
Accurately assessing number sense in elementary age students is essential for future mathematical success. Without strong number sense students will be unable to participate in rich mathematical problem solving and discussion. The development and implementation of a British Columbia curriculum based number sense assessment referenced to the First Steps in Mathematics program and the Learning…
While I received minimal feedback on my initial post I lucked out in seeing two responses to my draft right as I was logging on to post my good copy. Throughout the process, I was able to gather ideas and suggestions by reading through my peers’ posts and the comments on them. I found the…
Background Information Langley Fundamental Elementary School (LFES) is a large suburban elementary school serving students from kindergarten through grade five in the Langley School District in British Columbia. LFES is home to 22 division and 550 students with a diverse population including students with exceptionalities, English Language Learners and indigenous students. Based on conversations in…
Rationale My school has seen an increase in the number of students who are not yet meeting grade level expectations for numeracy on both the District Numeracy Assessment in grade 3 and the Foundation Skills Assessment in grade 4. Over all our percentage of students who are fully meeting or exceeding expectations is inconsistent. There…
Introduction The idea of Intelligent Fast Failure resonated with me instantly, that giving students the opportunity to not only try but to fail allowed them to fully engage in the learning process. “Students who tried lots of ideas in a short period of time were going through a process of fast failure wherein each failed…
Read More “Taking a Risk in Planning the Number Sense Unit” »
In my classroom I tend to lean towards problem solving and giving students opportunities for discovery. I have been working on using the strategies championed by Peter Liljedahl in Building Thinking Classrooms in mathematics. For many of our students a balance between direct teaching and discovery is required. Time to work on rich tasks in…
In looking at my school’s goals and our action plan for learning numeracy is listed along with literacy and character education. Our numeracy goal reads: “How can we improve students’ computational understanding and mathematical fluency while reducing math anxiety? How can we foster perseverance in students when approaching a challenging math problem?” these are great questions to…
Grow Domains and Functions of the Teacher Leader Glow I seldom speak up in staff meetingsNot confident sharing thoughts with wider staffAllows others to change my plans or ideas to prevent a disagreementI feel that because I am one of the youngest / least senor on staff my ideas aren’t as valid Fostering a Collaborative…
Our group chose to make a single point rubric that focuses on the skills of a teacher leader. We chose the single point rubric because they are clear for students and teachers to understand. They focus on the success criteria and give room for specific feedback on both strengths and areas for growth. Grow Domains…
https://www.nap.edu/read/9822/chapter/12 “Teachers need to muster and deploy a wide range of resources to support the acquisition of mathematical proficiency.” I agree that we need a wide range of skills, mathematic and teaching. This takes time first as a student to acquire the mathematical knowledge, through teacher training and then continued growth through up to date…