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2
Setting the Stage for Learning
We will learn about the following topics:
Developing a mathematical community
Arranging and organizing the classroom
Choosing and using resources Structuring a mathematics
classroom
3
Getting Started
Consider the term “mathematical community”. In your table groups, brainstorm ideas about the meaning of the term. Record your ideas on chart paper. Be ready to present your ideas.
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Key Messages
Young children, even infants, are developing mathematicians. They are naturally inclined to seek new learning through solving problems.
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Key Messages
From the first day of school, the teacher’s role is to create an inviting mathematics environment, where students feel comfortable sharing their ideas, challenging others, explaining their thinking, seeking advice from others, and taking risks.
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Key Messages
The first impression that students receive when they walk into a classroom is of the physical set-up. If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.
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Key Messages
An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.
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Key Messages
Substantial amounts of time and resources are needed to create an effective learning environment. Teachers need extended periods of mathematics in order to provide time for exploration, guided instruction, shared learning, student discussion, and reflection.
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Key Messages
All learners need opportunities to reflect on their experiences in a variety of ways in order to make personal connections and deepen understandings. The teacher needs to schedule time for sharing understandings and celebrating accomplishments.
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Developing aMathematical Community
Teachers have the opportunity to extend students’ positive tendency for, and disposition towards, mathematizing.
dumptrucks not dumptrucks
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Developing aMathematical Community
To do this, they must create a community of mathematics learners in an environment of respect, responsibility, engagement, and high expectations.
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Developing aMathematical Community
If an environment of this type is not established, then students will not feel safe enough to take the risks necessary to deepen their mathematical understanding.
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Developing aMathematical Community
They will not ask the questions needed to clarify understanding, extend knowledge, and develop an interest and curiosity about mathematics.
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Developing aMathematical Community
Groups 1 – 3 will work on Conditions for a Positive Learning Environment. Groups 4 – 5 will work on First Steps.
Divide into 5 groups.
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Developing aMathematical Community
Groups 1 – 3 will complete jigsaw puzzle pieces cut from chart paper. Each group will be responsible for three puzzle pieces. These groups will complete puzzle pieces for the following topics:
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Developing aMathematical Community
Group 1: Learning Styles (p. 7.4)Immersion (p. 7.5) Models of Math (p. 7.5)
Group 2: Varied Opportunities (p. 7.6) Expectations (p. 7.6) Shared Responsibility (p. 7.7)
Group 3: Feedback (p. 7.7) Acceptance of Ideas (p. 7.8) Engagement, Interest (p. 7.8)
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Developing aMathematical Community
Groups 4 and 5 will work on First Steps by completing “footsteps” cut from chart paper. Each group will complete three “footsteps”.These groups are responsible for making “footsteps” for:
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Developing aMathematical Community
Group 4: Introduction (pp. 7.8–7.9) Respect (p. 7.9)Being Valued (p. 7.9)
Group 5: Relationships (p. 7.10) Problem Solving (p. 7.10) Expectations (p. 7.10)
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Arranging and Organizing the Classroom
The first impression that students receive when they walk into a classroom is of the physical set-up.
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Arranging and Organizing the Classroom
If the classroom is designed to stimulate learning and affect attitudes towards learning, it will convey to students, from the moment they arrive, a positive message about learning mathematics.
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Arranging and Organizing the Classroom
The arrangement of furniture, the types and quality of the visual displays, and the organization of materials should reassure students that theirs will be a safe and interesting learning environment, in which mathematics is valued and visible.
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Arranging and Organizing the Classroom
Complete BLM 6.1 as you read pages 7.11–7.16.
Reflect on your own classroom and consider its arrangement and organization.
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Choosing and Using Resources
An effective mathematics program integrates a variety of resources in order to enhance student understanding, learning, and engagement. Such resources include manipulatives, children’s literature, computer software, and calculators.
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Choosing and Using Resources
Students who make their own models of mathematical ideas gain a powerful means of building understanding and explaining their thinking to others.
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Choosing and Using Resources
Group 1: Manipulatives (pp. 7.17–7.24)
Group 2: Literature(pp. 7.25–7.28)
Group 3: Software and Calculators(pp. 7.28–7.31)
Form three groups. Learn about the following resources:
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Choosing and Using Resources
Each group summarizes reasons for using the resource and the guidelines for its use.Record your ideas on BLM 6.2.
After you have completed your work, return to your table groups and share your information about the resources.
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Structuring a Mathematics
Class
• build bridges from the concrete to the abstract;
In the mathematics classroom, teachers must devote sufficient time to focusing on students’ understanding and helping students as they:
3
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Structuring a Mathematics
Class
Mathematical topics and ideas should be addressed over a time period long enough for students to consolidate their learning and begin to develop fluency.
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Structuring a Mathematics
Class
Continuity is important; switching quickly from topic to topic does not enhance student learning.
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Structuring a Mathematics
Class
The most effective mathematics programs are delivered in uninterrupted blocks of time that provide a balance and range of teaching strategies.
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Structuring a Mathematics
Class
In making scheduling decisions, teachers should ensure that students have sufficient blocks of time every day for mathematics and that mathematics is threaded throughout the day.
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Structuring a Mathematics
Class
In Junior and Senior Kindergarten, there should be focused math time of 20 minutes each day, in addition to consolidation activities at centres within the classroom. Refer to pages 7.43–7.54 for more information on time considerations and integrated learning activities in the Kindergarten program.
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Structuring a Mathematics
Class
In Grades 1 to 6, a minimum of one hour per day should be allocated to mathematics.
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Structuring a Mathematics
Class
Group 1: Instructional Groupings (pp. 7.33–7.36)
Group 2: The Three-Part Lesson (pp. 7.36–7.38)
Group 3: Learning Centres / Calendar Time (pp. 7.38–7.40)
Group 4: Math Moments / “Math-aerobics” (pp. 7.41–7.43)
Divide into four groups. Read and summarize information from the guide on the following topics. Record your summary on chart paper to present to the whole group.