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Math Matters @ SGDSB is Currently Under Construction to be updated yet still has many valuable resources to check out!
It was through the voice of our educators and the work of school learning plans, that caused us to arrive at this goal. the need to support our students with communicating their mathematical thinking.
Our thinking moving into 2017....
Our thinking moving into 2017....
Classroom Discourse is 1 of the components of The Pedagogical System for Mathematics - we have realized throughout our work this year that in order to foster effective communication within our math classrooms, it needs to co-exist with the other components of the pedagogical system
We also realized the need to dig deeper into fostering environments that create and promote thinking… continuing to move from a culture of ‘doing’ to a culture of ‘thinking’
Leading us to narrow our RMS goal to:
Making Thinking Visible through reasoning and proving… the impact making thinking visible will have on fostering effective communication?
Making Thinking Visible through reasoning and proving… the impact making thinking visible will have on fostering effective communication?
“Reasoning is at the heart of the shift from memorizing rules to doing mathematics. Without reasoning mathematics is reduced to mindless skills that seem mysterious and useless in the real world. If problem solving is the focus of mathematics, reasoning is the logical thinking that helps us solve problems and decide if and why our answer makes sense. Students need to develop the habit of providing an argument or a rationale as an integral part of every answer. Children can and do learn that the reasons for their answers are at least as important as the answers themselves. The habit of providing reasons for answers is best started in kindergarten. However, it is never too late to learn the satisfaction and the value of defending ideas through logical argument.” Van de Walle
The highlighted parts of our success criteria demonstrate the connection to making thinking visible through reasoning and proving...
What does that look like?
How will we create environments that promote thinking?
What will the impact of making math visible for students, through the use of models, tools & high yield strategies, have on leveraging their thinking about numbers in a more flexible and efficient way?
What will the impact of making math visible for students, through the use of models, tools & high yield strategies, have on leveraging their thinking about numbers in a more flexible and efficient way?
Links to SGDSB RMS Action Plans
Links to SGDSB RMS Action Plans
Clearly Connected to our Leadership Goals...
Clearly Connected to our Leadership Goals...
Developing Pedagocial Knowledge with:
Developing Pedagocial Knowledge with:
- Use of formative assessment strategies (ex: diagnostics, math through play, entry/exit tickets) to inform instructional decisions
- Number Talks
- Strategic Sequencing of teaching mathematical ideas
- Use of models to represent thinking
- Use of visual representations as a way to anchor student thinking
- Noticing, naming & monitoring the mathematics learning
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