Embedded Files
Numeracy
Numeracy
Math Websites
Math Websites
Number Sense
Number Sense
Number sense is the understanding of whole numbers, number operations, and number relations. It is the foundation of mathematics and essential for higher level computations. This concept is particularly important to focus on in the early primary years to develop a good base for more complex math skills.
One area that I believe is extremely important in early number sense is the ability to count on. Counting on is important for computational skills. One game I have used with my students is to give them a dice and get them to add one more. Once they are comfortable with the concept of one more, then we go to 2 more. The students enjoy the hands on dice and the quick practice pushes them away from starting back at 1 each time. Once students become comfortable with adding on 1 and 2, then we would move to 1 and 2 before to help with counting backwards.
Math Games
Math Games
I have found that one of the best ways to teach number sense, computational skills and problem solving is to play a variety of math games. Math games are engaging and motivating for students and teach a variety of skills (Rutherford, 2015) . It allows students to be engaged in math activities that are both mental and kinesthetic. In my class, I teach a variety of math games that allows students to be engaged, use manipulatives and practice a variety of skills. We incorporate math games into our Math Stations (M-meet the teacher; A-at your desk; T-technology and H-hands on) multiple times a week.
Some games that I have used in the classroom are Ratuki and Mobi. I have also pulled many ideas from Box Cars and One Eyed Jacks and Kim Sutton. All these resources have proved to be valuable games that have targeted different skills. Being a grade 2/3 teacher, I have a range of skills from students still learning how to identify numbers to those doing complex math skills. The majority of the games can be varied in difficulty so it can reach students of all levels.
Ratuki: a card game that develops number recognition (in a variety of forms, hands, dots, numbers, roman numerals and words) and 1 before and 1 after skills. With students that struggle, we slow the game down and take turns playing cards. In students with higher level thinking, they start playing the game faster, looking at their cards and anticipating what moves to make next.
Mobi: Mobi is a tile game similar to scrabble where students create their own math questions using tiles. This can be varied for basic addition and subtraction skills, multiplication and division or mixed operation math problems.
Box Cars and One Eyed Jacks: Is a card and dice program that targets everything from number recognition, place value, operations and beyond. The resources are full of games that are sorted by skill and difficulty. There are also adaptations listed with the games.
Kim Sutton Mathematics: Kim Sutton focuses on hands on learning and the use of visuals to create a strong understanding of math concepts. She includes many printable resources and math games that can be used in the classroom both in small group and whole group instruction.
Dyscalculia
Dyscalculia
Dyscalculia is "the difficulty to count" (Bates, 2020). Some signs of dyscalculia may be:
delays in counting
difficulty with place value and simple addition and subtraction
slow to memorize facts, times tables or other multi step calculations
lack number sense
difficulty with finger counting
anxiety or dislike of math
(Bates, 2020)
Additional Websites:
Additional Websites:
Digital Learning
Digital Learning
Edutopia contains a plethora of resource for teaching math online. Lessons that were previously taught in class interactively, such number talks, can be taught using the digital white board in a zoom lesson. Students should be encouraged to use additional resources at home to help with demonstrating their learning.
https://www.edutopia.org/article/bringing-number-talks-online-classroom
Additional articles also offer suggestions on how to make distance learning more engaging for students using Google Slides, Google Jamboard and online games can also be found in Edutopia.
RTI and Peer Support
RTI and Peer Support
RTI
RTI
RTI in Mathmatics is a targeted intervention that can be done both by the teacher and the support staff (classroom support, LAT, peers) in the classroom. Students would benefit frrom small group instruction that focuses on practice and review of mathematical concepts being taught.
Peer Support
Peer Support
Peers are often useful teachers in the classroom. It allows for active learning and often greater understanding (Briggs, 2017). Students are often more willing to learn and work with their peers in the classroom.
Supporting Students - Tom
Supporting Students - Tom
Response:
Hi Malcom, Thank you for taking the time to meet with me regarding Tom. I have looked at the Competency Based IEP that was created for Tom and have read your notes on your experiences, interactions and insights.
In reviewing the IEP I noticed that Tom has a learning disability or Q designation. Are you aware that many students with a learning disability such as dyslexia also have difficulties with math too. Ansari’s (2020) research has found that 2 out of 3 children who struggle with math also struggle with literacy. When talking with Tom about his struggles, it appears that he may have developmental dyscalculia where he has always known he struggles with numbers and math. Some of the indicators that Tom may have dyscalculia are he has trouble with math concepts applying to money, difficulty counting backwards, is slow at calculation, has a poor sense of numbers and estimation and high levels of anxiety around Math (SafeSpot, 2020). In further discussions with you and Tom, it is apparent that he is reluctant to have any additional support from the learning assistance team in the LA centre. He has expressed that he would like to receive support in class only. I know that is additional pressure on you to support Tom in class however I do have some strategies for you to try.
First and foremost, you need to understand that math can cause Tom (and other students) a lot of anxiety. Understanding why Tom is anxious is an important step in being able to help him. It seems that Tom is feeling singled out and bullied in our school and these feelings of him being singled out is amplified when he has to leave classes for extra support. I have been looking into a program called StoryStrong (Schwartz, 2020) that I would love to come in and co-teach with you. It focuses on creating a growth mindset in the classroom for all the students and may help in reducing some of the anxiety of many students.
When teaching math concepts, it is important to start with a review of the concepts already learned (Morin, 2020). This allows for Tom to activate his background knowledge, feel success and get ready to learn a new idea. Because Tom has a learning disability with reading and writing, giving him a list of written steps is only going to add to his frustration. Allow all the students to access graphic organizers, posters and manipulatives if possible in the classroom. Number lines, coins, and calculators are all great options during your decimal unit (Morin, 2020). Peer support is another strategy that may work in your classroom. Students often learn better from their peers and using a think-pair-share method may give Tom more connection or a new way of looking at things (Zorfass & Brann, 2014). The addition of technology (an ipad or computer) can also be utilized in your classroom and there are lots of fun math games such as Sumdog and Prodigy that can help Tom (SafeSpot, 2020).
Tom is a very creative individual as demonstrated by his photography and frame building skills. Another strategy that you can try is to encourage Tom to sketch out or draw his math problems and solutions (Morin, 2020). Be sure that you break down the concept you are teaching into manageable steps prior to letting him do this (SafeSpot, 2020). If you leave more spaces on your papers to accommodate this, it will also allow him to break up the work into manageable sections (Morin, 2020). Connecting Tom’s work to real life can also be helpful. He is in the photo business so bring his learning back to his experiences with money and his summer business.
Lastly, some universal strategies that can help support Tom in the classroom are giving him graph paper to help line up his numbers and problems, and highlight key words and numbers. Another strategy to support Tom is to reduce the workload and allow extra time for assignments and tests. If Tom can demonstrate what he knows in 5 questions, don’t expect him to do 20. Finally, don’t forget to check in with him frequently to ensure he is understanding the concepts being taught.
I hope that with some of these additional supports, Tom will be able to show some success in the classroom. Please let me know if I can help you with any of the strategies we discussed further. I look forward to working with you this year.
Resources:
Ansari, D. (2020, October 22). When a Child Has Dyslexia and Dyscalculia, Treat the Math Issues Separately. Retrieved December 09, 2020, from https://www.understood.org/en/community-events/blogs/expert-corner/2017/07/06/when-a-child-has-dyslexia-and-dyscalculia-treat-the-math-issues-separately
Morin, A. (2020, October 22). Classroom Accommodations for Dyscalculia. Retrieved December 09, 2020, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-dyscalculia
SafeSpot. (2020). Dyslexia & Dyscalculia – SafeSpot. Retrieved December 09, 2020, from https://safespot.org.uk/safespotopedia/dyslexia-dyscalculia/
Schwartz, S. (2020, December 08). Who's Afraid of Math? Turns Out, Lots of Students. Retrieved December 08, 2020, from https://www.edweek.org/teaching-learning/whos-afraid-of-math-turns-out-lots-of-students/2020/05
Zorfass, J., & Brann, A. (2014). Interacting with Peers in Mathematics. Retrieved December 10, 2020, from http://www.ldonline.org/article/61470/
Resources
Resources
Bates, M. (2020). Dyscalculia. Retrieved December 05, 2020, from https://www.dyslexia-reading-well.com/dyscalculia.html
Briggs, S. (2017, March 24). How Peer Teaching Improves Student Learning and 10 Ways To Encourage It. Retrieved December 16, 2020, from https://www.opencolleges.edu.au/informed/features/peer-teaching/
Rutherford, K. (2015). Why Play Math Games? Retrieved December 05, 2020, from https://www.nctm.org/publications/teaching-children-mathematics/blog/why-play-math-games_/
Schwartz, S. (2020, December 08). Who's Afraid of Math? Turns Out, Lots of Students. Retrieved December 08, 2020, from https://www.edweek.org/teaching-learning/whos-afraid-of-math-turns-out-lots-of-students/2020/05
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