The FUNdamentals of MATH
Story appeared in the 2018 issue of QMS Connections Magazine.
BY SUSAN CRUIKSHANK, JUNIOR SCHOOL PRINCIPAL
It seems that if you ask anyone about their experiences as math students, they have very definite opinions. A few of us will smile and reflect upon feelings of success and mastery. Unfortunately, though, many of us will cringe.
Have you ever considered how many seconds old you are, how many shapes you can find in your home, or whether or not Double Stuff Oreos actually have double the stuff?
What does a math class look and sound like when students are engaged in creative mathematical experiences? Focusing on the students’ natural sense of curiosity by posing a question or problem allows students to take the lead and explore.
Our recollections of school math may include never-ending worksheets, a focus on getting the right answer, timed math fact tests, memorization of rules and procedures, and general feelings of inadequacy.
Fortunately, my own experiences as a young math student were generally positive. As I grew up, I had many math teachers who made class fun and interesting. However, many elementary school teachers would describe their own experiences as young math students as less than positive. Nevertheless, good math teaching and positive and successful experiences for our students begin with us as teachers, regardless of our own experiences. Our willingness to seek out best teaching practices that inspire is key.
When I am in Junior School class-rooms and I witness teachers taking steps to make math class creative and fun, it is truly motivating!
One of the key elements of such a math class is, of course, a curious teacher. Teachers model their curiosity about math when they take the time to think about life through a mathematical lens. For example, have you ever considered how many seconds old you are, how many shapes you can find in your home, or whether or not Double Stuff Oreos actually have double the stuff?
Productive discussion fills the classroom. Students, some confidently and others with more hesitation, take on the role of mathematicians. They understand that there may be multiple ways to explore the problem, and they know that they will be working through perhaps several solutions.
Equally important is the curi-osity that teachers demonstrate in students’ questions. Showing students that their questions are valued will help students to understand that mathematicians are curious about the world around them.
This past school year, Junior School teachers had an opportunity to consider questions about their math programs through the support of Riki Cox, a math professor in the Education Department at Vancouver Island University. Riki worked with several QMS teachers to explore their questions about teaching math and provided a safe environment where teachers could feel supported. Riki inspired our staff, starting us on our own journey of curious math questioning.
Primary teachers often shared mathematical story books with their students to illustrate a concept or mathematical principle, and math centres provided students with time to explore different math concepts including patterns, graphing, and various ways to represent numbers with a range of materials. In Intermediate grades, students were challenged to create a city map made completely of two dimensional shapes and to design a tiny house that was functional and used the space effectively. The results were incredible.
Grade 5 students were challenged to design a tiny house that was functional and used space effectively. They were required to measure the area and perimeter, include geometric shapes in their design and consider scale.
Teaching in and of itself is about ongoing learning and discovery. At the end of each unit or at the end of a school year, teachers reflect upon what went well and how they will change their lessons to make them even more engaging in the future. As teachers of math, we strive to take steps to create lessons that ignite curiosity in our students while building understanding of mathematical concepts.
While we acknowledge that there is a place for math facts, review of rules, and skill practice, this kind of work must be balanced with opportunities for students to feel like mathematicians. Being good at math should mean far more than answering the teacher’s questions correctly and quickly. Students must also develop a sense of exploration, curiosity, and perseverance. They must see themselves as problem-solvers who may not get the correct answer right away. They must possess a sense of openness and curiosity about the world around them. If we, as teachers, can support the development of these kinds of attributes, more of our students will see that math is in fact inspiring and accessible.