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"The community provides an environment in which individual mathematical ideas can be expressed and tested against others' ideas...This enables learners to become clearer and more confident about what they know and understand."
(Fosnot, Constructivism revisited: Implications and reflections. The Constructivist, 16. 2005, p.10)
Considerations:
Considerations:
embody a positive disposition, growth mindset, and curiosity in mathematics
model mathematical “habits of mind” and curricular competencies
design the classroom environment to support mathematics and numeracy learning:
visual tools (co-create anchor charts, ten frame cards, posters, math word wall)
children's literature
children's thinking/work on wall
vertical non-permanent surfaces - Thinking Classroom
accessible math manipulatives
technology - accessible
small white boards
flexible work spaces - small areas, place-based
Resources:
Resources:
Embody a positive disposition, growth mindset, and curiosity in mathematics
Embody a positive disposition, growth mindset, and curiosity in mathematics
Professional Resources:
Here are two excellent resources that help to think about math and math learning in different ways (Jo Boaler) and develop a positive growth mindset (Carol Dweck). We have also found that the online course by Jo Boaler called How to Learn Math for Students has been transformative for many teachers.
Model mathematical "habits of mind" and curricular competencies
Model mathematical "habits of mind" and curricular competencies
Assessing Early Numeracy.pdfObservation checklist for teachers drawn from the BC Early Numeracy Project
Habits of Mind
Habits of Mind
Extensive research indicates that for students to develop mathematical habits of mind they must encounter and interact in intentional learning settings. Classroom design combined with active participation strategies will enhance student learning, increase achievement, and factor in the development of the well-educated citizen.
Students who have developed mathematics habits of mind exhibit expertise in:
persevering and using mathematics to solve problems in everyday life
recognizing there are multiple ways to solve a problem
demonstrating respect for diversity in approaches to solving problems
choosing and using appropriate strategies and tools
pursuing accuracy in problem solving
CBS_SupportNumeracy.pdfThis article was created by the Ministry of Ontario "to spark dialogue and debate on how to develop a mathematical habit of mind, not just for students but for educators as well, to move the math beyond the walls of the mathematics program to teaching and learning across the curriculum and across the day."
Design the classroom environment to support mathematics and numeracy learning
Design the classroom environment to support mathematics and numeracy learning
There are a number of secondary, middle, and intermediate examples in the photo series below. Things to notice:
readily accessible manipulatives
white board space for group work and sharing ideas
classroom set up that facilitates discussion
Building Thinking Classrooms in Mathematics
Building Thinking Classrooms in Mathematics
Dr. Peter Liljedahl describes 14 teaching practices for enhancing learning that can be applied in the mathematics classroom.
Building-Thinking-Classrooms-Feb-14-20151.pdfPeter Liljedahl describes the background to his concept of a thinking classroom and the research that supports it.
An example of a thinking classroom in action!
Recommended Resources
Recommended Resources
K-12 Mathematics Learning Resources
K-12 Mathematics Learning Resources
SD38_K-12_Mathematics_Learning_Resources_updatedJune2023.pdfCompiled by Janice Novakowski, SD38
Wipebook for Educators
Wipebook for Educators
To help facilitate a thinking classroom, resources such as Wipebook notebooks and flip charts can be useful to set the scene!
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