We begin each math class as a group practicing specific skills. This could look like introducing new manipulatives, discussing strategies for problem-solving, or practicing exercises that strengthen number sense. One resource we enjoy using is Youcubed, a site developed by Jo Boaler and other staff at Stanford that embraces the open, creative, and visual nature of math.
This group time is followed by individual or small group work specifically pertaining to their Singapore text/workbooks. Students are given individual goals to meet each day and upon completion are free to engage in other math related activities, such as card games, board games, computer programming, and more.
The Culture of Math in 3/4
Math as Open, Creative, and Visual: In 3rd and 4th grade our goal is to nurture students' excitement and enjoyment of math through exposing them to the multi-dimensional nature of the subject. We stand against the idea that there is one "right" way to do math. Sharing a multitude of perspectives allows us to see the creative nature of math, shedding light on each student's individual expression and their own unique ways of recognizing and creating patterns.
Embracing Mistakes: One major obstacle for students, especially in math, is their relationship to mistakes. When the focus of math is solely on arriving at the correct answer, students can struggle. Some refuse to engage in any challenging problems without explicit guidance while others erase the written work they used while solving, believing that solving the problem “in their head” is a true sign of intelligence. Our focus in class is on making thinking visible, not only as a strategy for understanding problems but as a learning tool, a way for students to think of themselves as sense-makers and understand how they understood and problem or concept at the time and what steps they need to take to further their understanding.
Tied to this is the concept of “Growth Mindset” popularized by Carol Dweck. In math class, we try to focus on the importance of engaging in challenging problems and embrace the idea that it is only during these occasions that real learning is taking place. When students begin to see their brain as similar to a muscle, that only grows when pushed, they are more likely to push through the more difficult parts of a problem and see their struggles as part of the path to who they will become as learners and not as representative of their identity and potential.