Our board approaches mathematics through 3 main lenses. Here is a graphic to help you better understand how I approach learning and teaching in our classroom.

1. Learning through Problem-solving
2. Building Fluency from Conceptual Understanding
3. Purposeful Practice

What does this look like in our classroom?

1- I pose problems based on curriculum expectations that are open ended enough to allow for flexible student thinking. Students then use math tools in the classroom to help them solve the problem (eg. rekenreks, ten frames, cubes, base 10 blocks). Together we reflect on our learning and use student solutions to work on becoming more efficient mathematicians.

2- Performing whole group- ‘Number talks’. This pedagogical strategy focuses on mental math, and is done in a group learning setting. The essence of these ‘number talks’ are classroom conversations focussed on making sense of mathematics. Student share their thinking orally, and demonstrate to their peers how they solved the problem in their heads. This exposes different ways of thinking about numbers, and demonstrates to students how math can be flexible (and fun!)

Here is a link from Stanford University, to give you a more in depth idea of a ‘number talk’. Please keep in mind the number talks we do are directly linked with Grade 1 and 2 & 3 curriculum expectations.

https://www.youcubed.org/resources/jo-teaching-visual-dot-card-number-talk/

We have been transitioning our learning to problem solving situations, where students apply the strategies they have learned during number talks to show their thinking in a real life situation.

3- Purposeful Practice- Classically, these are the ‘math facts’ that students should ‘just know’ in their head (eg. what makes 5 and 10, friendly doubles). In the classroom we use math games and manipulatives to practice these skills.