LINKING THE “RENEWED MATHEMATICS STRATEGY” TO LITERACY
It’s been said that we plan and execute really well as educators; however, we seldom stop and reflect on what we have done really well and how we can improve for the next year. As we come to the end of another school year, I would like to take this time to reflect on the amazing work of a small group of folks.
I would like to first congratulate the EYS Reading Association on another great Reading for the Love of It conference. Thanks to everyone who attended our annual event. We know that you had a chance to refresh and immerse yourselves in the learning. I know that many of you attended the kick-off session with Neil Pasricha and were struck by his positivity and left feeling ready to find ‘Awesome’ in the little things in our lives. I know that you added new books to your collections at home and at school, and added fresh ideas to your already awesome professional work. Thank you for providing us with feedback for the various speakers and organization.
I’d like to thank all of the volunteer teacher candidates and retired teachers for their work hosting our speakers, giving directions and other duties as assigned.
Congratulations to our three Reading Award winners: Brenda Corchis, Christine Drotos and Rachel Cooke. It is so wonderful learning about the amazing work that is going on in schools. Choosing the ultimate winners is always so difficult.
A special congratulations to Larry Swartz our “Heart Award of Recognition” winner for his continued presence and commitment to literacy and the Reading Association. We are humbled by his grace and love of text and his never-ending willingness to share with all of us.
Our Outreach Committee continues to do tremendous work to bring literacy to those in need around the world and in our own communities. Outreach opportunities continue to be a top priority.
Finally, I would like to thank all the volunteer members of our executive, along with Erica Townson and Joyce Dolmer, for their continued work and support of our efforts in making our Association a contributing member of the literacy community.
As you continue to reflect on the amazing work you have accomplished, the students’ lives that you have made better and your commitment to continued professional learning, remember that preparations are well underway for our 2018 Reading for the Love of It conference. We are working hard to bring a programme line-up that will serve your needs. We look forward to seeing you again next year.
Don’t forget to follow us on all our social media channels.
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MATH + LITERACY = LITERACY + MATH
- Would you rather be a circle, a square, or a triangle?
- Would you rather be addition, subtraction, multiplication, or division?
- Would you rather be the number zero, one or ten?
These questions can be answered inside your head, but when sharing your answers with one or more friends, you are communicating ideas and doing Math Talk.
The Math Literacy Connection
Separately and together, literacy and numeracy calls upon the ability to use language, images and representations in rich and varied forms to read, write, listen, speak, view, represent and think critically about ideas. Both literacy and math teachers need to teach their students to read, and interpret and engage meaningfully with verbal and non-verbal text that includes pragmatics, vocabulary, information, stories and in the case of mathematics, symbols, models and numbers. Students can respond to texts through writing or the arts, but we believe that for both literacy and mathematics, it is essentially talk that provides a medium that encourages students to share their thinking with others as they work towards understanding of information and problems. Oral Language and Communication may be central to Language Arts Curriculum, but talk as a learning medium is cross-curricular and is vitally significant to learning in classrooms that are interactive and collaborative. Talk is not a subject, rather it is a condition for learning in all subjects. David Booth, in his book I’ve Got Something to Say (2013), explains that “when we are dealing with new ideas or coming to new understandings, talk helps us make sense of both our thoughts and feelings” (p. 12). We need to tempt students into having ‘something to say.’ Rich, open-ended tasks in mathematics provide meaningful opportunities for exploratory talk that involves hypothesizing, questioning, and discovering.
Communication: Let’s Talk about Math Talk
In our classrooms, we need to create meaningful learning contexts in which each student’s voice matters and where they can explore and apply language to think, to express and to reflect upon ideas. If our goal is to help our students become skilled critical thinkers, thoughtful problem-solvers and reflective communicators, educators need “to strive to create a connected classroom culture that is built on trust and mutual respect, and where students are able to ask questions, pose problems, explore ideas and make informed decisions.” (Fiore and Lebar, 2016, p.9). In reading programs, students are invited to read and respond to a wide range of texts that may include fiction, non-fiction, media, and poetry. In Math class, students are invited to discuss mathematical texts using models, numbers and mathematical symbols to represent their understanding. In both literacy and numeracy, students are called upon to activate prior knowledge and experience, to wonder, to analyze, evaluate and synthesize information and to make connections to their own lives and the world around them. In both literacy and numeracy, students are called upon to communicate their knowledge and understandings, through writing and/or talk (i.e. talk can precede the writing; writing can precede talk). All communication is related to thinking. It is nuanced. It is connected to our ability to be critical about what we are thinking, saying or hearing. Good communicators are flexible. If they cannot explain it one way, they try another way. Consider the questions that follow:
- What do I think about this?
- Does this make sense?
- Will my explanation help others understand my thinking?
- Why am I thinking this way?
- Can I model/communicate this in a different way?
- Can I think? [Is this asking if they are able to think effectively?]
- Can I shift my thinking and communicate differently?
When students demonstrate an increased comfort level in talking about mathematical ideas, they demonstrate an ‘out loud’ understanding of mathematical concepts. Math talk promotes metacognition which is thinking about one’s own thinking. It enables students to assess their own mathematical ideas and those of others. Sharing through math talk helps students to understand that there can be different mathematical solutions and strategies for one problem. By listening carefully to student talk in mathematics, teachers can assess student thinking and identify possible misconceptions that students might have. Using visuals and manipulatives to facilitate math talk is critical, as this enables students to make strong connections between the math language they are using and the mathematical concepts they are exploring. Posing open questions such as, Does that make mathematic sense? How do you know? or Can you show this in a different way? invites rich mathematical discussions and sharing.
Picture Books: A Source for Inspiring Talk
Any discussion of math and literacy connections, likely considers the world of picture books which provide excellent resources for exploring mathematical images, concepts, and story. Picture books invite students to respond through talk and explore concepts central to the source. The rich illustrations in math picture books can help students to improve their visualization of mathematics and enrich their mathematics vocabulary. Many picture books are ideal resources for inviting problem solving, and developing a deep understanding of math as they present mathematical concepts embedded in story presented by the author. Over the past several decades, a wide range of picture books are available to have students discuss the mathematical ideas in a storyline represented in symbols, words and pictures. Some recent titles include:
- Friendshapes by Amy Krouse Rosenthal (2015) / geometric shapes
- The Lion’s Share: a tale of halving cake and eating it too by Matthew McElligott (2012) / multiplication
- If… A mind bending way of looking at big ideas and numbers by David J. Smith (2014) / number sense
- The Picnic by David Stewart (2016) / a first counting book
- Hungry for Math: Poems to munch on by Kari-Lynn Winters and Lori Sherritt-Fleming (2014) / various concepts
Of special note too, is the Math Readers Series of 75+ award-winning leveled readers for emergent, early and fluent readers, published by Rubicon Publishers. Each book in the series presents narrative and/or visual text that highlights a mathematical concept for students to respond to. Suggested activities for parents and teacher are also provided to help explore concepts with young children. For example with the math reader, The Birthday Party, where children are planning a party for 10 people, students can discuss and explore concepts related to different ways of making 10, or for older students, fraction or decimal concepts.
Life is full of problems. To help solve our problems we have always been encouraged to talk about them. Mathematics is, amongst other things, about learning to solve problems. For sure, this is something to talk about.
Cathy Marks Krpan, Math Instructor, OISE
Larry Swartz, Literacy Instructor, Brock University
- I’ve Got Something to Say! by David Booth, Pembroke Publishers, 2013.
- Creating Caring Classrooms by Kathleen Gould Lundy and Larry Swartz. Pembroke Publishers, 2011.
- Math Expressions: Developing Student Thinking a Problem solving Through Communication by Cathy Marks Krpan. Pearson Publishers, 2013
- Getting Meta in Math by Cathy Marks Krpan, Pearson Publishers (Release date, spring, 2017)
- The Four Roles of the Numerate Learner by Mary Fiore and Maria Luisa Lebar. Pembroke Publishers, 2016.
- Math Readers by Jack Booth (ed.) (2004) Rubicon Publishing.
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What Math Do You See?
This year we have been exploring how math surrounds us in everything we do.
We began in September by looking at pictures and asking our students what they saw and recorded their answers. We then asked, “What math do you see?”
We were blown away at the observations our little Kindergarteners saw when looking at a simple picture (e.g., numbers, shapes, symmetry, patterns), and shocked to hear the math language that developed from these conversations.
Each week, a new picture was presented and students were free to explore and share their responses both in small and large groups.
Helping our students see math in ordinary contexts has been reflected in their everyday play as they explore and wonder. We constantly hear math language throughout the day from representing numbers in various ways, to building with blocks, to exploring with loose parts on the light table. Math has become embedded into our entire day, not just during our math block!
By Sarah Tercer Fernandes & Anthonia Ikemeh
St. Maria Goretti, TCDSB
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The Outreach Committee of The East York-Scarborough Reading Association supports individuals and organizations involved in making a difference in the lives of others through literacy-focused initiatives. This year, we are honoured to provide assistance to a variety of groups that focus their efforts on fostering a love of reading here at home, throughout Canada and abroad.
Locally, we are supporting a wide variety of programs and services offered by Marnie’s Lounge at SickKids Hospital, The Children’s Book Bank, East York Learning Association, Early Years Centre at the Malvern Family Resource Centre, Down Syndrome Association of Toronto and Matthew House. All of these wonderful organizations work hard to ensure engaging stories and learning materials make their way into the hands of readers of all ages throughout Toronto.
Nationally, we contribute funds towards Book Clubs for Inmates, Friends of Six Nations Public Library Foundation (SALT Program) and PEN Canada who help learners to achieve their goals throughout Canada.
Internationally, we support The Book Bus Foundation and Canadian Women for Women in Afghanistan where our donations will be used to purchase much needed library books and educational materials.
All of this would not be possible without the support of our Reading for the Love of It conference delegates. On behalf of the EYSRA, thank you for making a difference and bringing the love of reading into the lives of others.
For more information please visit our website and check out our Outreach section.
Liz Blake, 3rd Vice President and Outreach Chair, EYSRA
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Powerful Math Provocations – Using literacy-based prompts to spark mathematical thinking
Given that we do not know for what types of jobs or careers we are preparing our students, thinking is the most important skill to teach because it is universal and timeless in an age of change. Literacy, in its broadest sense, is at the heart of all learning. Many of the thinking strategies we teach in our literacy classrooms can transfer to the learning and understanding of mathematical concepts.
A provocation is an activity that sparks a student’s curiosity about an issue while developing their strategic thinking skills. Provocations provide multiple opportunities to connect with issues and deepen thinking by reading, writing, viewing as well as talking and listening with others. We want to share our favourite literacy-based strategies to spark critical and creative mathematical thinking and introduce concepts from all of the math strands in the Ontario curriculum.
Our top literacy-based strategies to spark mathematical thinking:
- Embed mathematics in guided reading. Many teachers gravitate to fiction texts as the basis for guided reading. However, informational texts naturally embed mathematical concepts and focus on reading comprehension at the same time. Reading about how the angle with which a basketball approaches a net increases or decreases scoring likelihood can activate prior knowledge and generate interest in the measurement of angles. Publishers such as Nelson have developed guided reading books that present mathematical concepts in engaging non-fiction contexts.
- View visuals to create suspense and drama. Dan Meyer maps mathematical tasks onto Three-Act Stories where Act One introduces some sort of cognitive conflict with a visual such as a video with one person on an escalator and a second person on the stairs. As they start to head up the stairs, a question about who will make it to the top first is posed. In the second act, students calculate the speed of the escalator with information provided. The final video snippet showing the two travellers reaching the top resolves the problem and provides a sense of closure. Using this story arc and compelling images, allow teachers to uncover authentic student questions.
- Provide kid-friendly examples from their world. The Hands-On Problem Solving Series invites students to solve real-world problems through talk, strategic thinking and decision making. Many of the problems build interest for students using kid-friendly situations as the context for the problems. While students look for patterns to build pyramids, use logical reasoning to consider career options and measure perimeter to build a dog run, teachers can observe and document student thinking and skill development. This formative assessment informs appropriate future learning engagements.
- Talk with professionals about career possibilities. Learning about how adults use math outside the classroom helps to answer the age-old question “Why are we learning this?” Talking with professors, researchers and alumni from universities who offer virtual or real time school visits, promotes a positive math mindset and provides information on STEM careers that are available if you continue to take higher level math courses.
- Write about findings outside! There are so many math opportunities to explore in the natural world at any grade level. Gardening for example, provides opportunities to measure, make lists, collect data and graph your results from growing vegetables. Taking math outside is a good way to springboard communication on a number of math strands.
- Use math to tell a story. Graphs are used to make sense of data and tell a story. Hans Rosling and Gapminder take thousands of data points and animate graphs to add drama to statistics about issues such as world poverty and global population changes. Viewing these videos allows students to see someone excited about the power of statistics and inspires awe and wonder about the content presented.
- Foster a growth mindset for mathematical thinking. Research about a growth mindset builds on the neuroscience that our brain can change. Students with a growth mindset attribute their successes to the ability to adjust, practise, or ask an expert rather than rely on talent alone. Texts like Math Curse by Jon Scieszka and Lane Smith that students can identify with or the Penguin’s Who Was? series tell the story of many mathematicians who did not thrive in a traditional school setting. Picture books as read alouds can convey the growth mindset message and help alleviate math anxiety.
- Make Learning Active. Challenge students to collect data and measure items around the school. Students can count and record water fountains to gain a sense of their access to potable water. Some teachers ask parents to sign a blanket “neighbourhood tour” permission slip so that they can take their students on short, frequent excursions. Data management and measurement can feel real if students start walking and counting!
- Provide viewing opportunities. Take advantage of the creative content on the Internet in every subject. Videos are a quick and easy way to hook students into wanting to learn more about a concept. Engaging videos, such as TED Talks that illuminate mathematical concepts, are primed for multiple viewings so students who do not understand all the ideas on the first pass of information can review the content again and again and again.
- Find the beauty in mathematics. When we focus on rote memorization or understanding formulas, we sometimes forget to help students uncover the beauty in the numbers with which we work. Students love discovering patterns, noticing similarities and solving puzzles. Analysis of number and visual patterns in Escher paintings, pattern block designs and hundreds of charts promote a sense of playfulness and creativity.
There are so many ways to promote higher level mathematical thinking. We encourage teachers to engage as many senses as possible in compelling provocations. We often find that literacy-based materials with a sprinkle of humour can create learning engagements that capture students’ imaginations and challenge their perceptions.
Examples of other provocations can be found in Bold School: An Inquiry Model to Transform Teaching by Tina Jagdeo and Lara Jensen.
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Supporting Our Young Mathematicians in Making Meaning in Complex Problems
How often have we watched students struggle with multi-step math problems? Recognizing the various steps and making meaning from the complexity are skills that can be developed using some familiar strategies.
If we consider math contexts to be texts unto themselves, then the focus needs to be on understanding their structure to help create meaning. “Texts are tricky: they aren’t always written in a straightforward manner. They don’t come right out and state information…they are designed to reveal information through the reading process, in transaction with the reader (Barnhouse, 2014 p.36).
Just as we introduce students to new text forms, like persuasion and explanation through a reading-writing (and oral) connection (Calkins & Pessah, 2003), so might we develop understanding of complex context-based math problems (Van de Walle, 2006).
Specifically, Van de Walle suggests having students learn to understand multi-step problems by writing them. He suggests that teachers start by giving students a one-step problem and have them solve it. Ask them to create a new problem that can be solved using the answer to the first problem. Eg. Brock’s shelf is 3m high. He can reach up to 180cm. How far away is the shelf? If he stands on a box 95cm tall, can he reach his shelf?
Next, repeat the process above and now make a “hidden question” by removing the question part of the first problem. Eg. First problem: Elena bought 3 bags of beads for $2.00 a bag. How much were her beads? Second problem: How much change did she receive from $10.00? Collaboratively create a “hidden question” problem by removing the question part of the first question: Elena bought 3 bags of beads for $2.00 a bag. How much change did she receive from $10.00? Let students create complex problems of their own to share. Have students find the “hidden problem” in other students’ creations for practice.
Van de Walle then suggests that you pose two-step problems and have the students identify the hidden question before problem-solving. This process can be extended to more complex problems as needed. Essentially, students learn to recognize clues to meaning in other authors’ works by creating problems themselves.
Article provided from the Ontario Ministry of Education
Barnhouse, D. (2014). Readers Front & Center; Helping All Students Engage with Complex Texts. Pembroke: Markham.
Calkins, L &Pessah, L. (2003). Non-Fiction Writing: Procedures and Reports. Heinemann: Portsmouth, NH.
Van de Walle, J. & Lovin, L. (2006). Teaching Student-Centered Mathematics Grades 3-5. Allyn & Bacon; Boston, MA.
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Congratulations to our 2017 Reading Award Winners
Congratulations to this year's award winners: Rachel Cooke from T.D.S.B., Brenda Corchis from St. Clair Catholic D.S.B. and Christine Drotos from T.C.D.S.B. We all recognize hard working colleagues with whom we are proud to work alongside. Please put forward a nomination for the 2017 Reading Award
We would also like to extend a heartfelt congratulations to our 2017 Heart Award of Recognition Winner, Larry Swartz.
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My own professional development and past work experience in both the public and private boards in Ontario, over twenty years, have allowed me to observe important shifts in thinking in our profession. Over the years, old teaching strategies seemed to appear under new names or new technologies promising to make students more engaged were introduced. Similarly, proven strategies didn’t always seem to work ‘for my students’. Honestly, at times I might have been simply too busy to give certain strategies a fair chance. Don’t get me wrong, I have always been very curious, engaged in my profession learning, reflective about my practices and eager to find creative solutions to improve my student’s well-being, engagement and achievement. Maybe ‘Number Talks’ is one of those old strategies resurfacing under a new name, but as far as I am concerned, I am seeing a great impact with my student’s confidence and mental computational abilities.
Change is good
My motivation to broaden my skills, as an educational leader, and venture into the Junior division was simple: my grade 7/8 years or experience as a French Immersion language and math teacher had taught me two important lessons: 1) explicitly teaching and modeling good communications through guided practices is essential for acquiring a new language and 2) fostering a strong number sense is essential for students to understand the concepts that underpin the grade 7/8 math curriculum. It is almost too obvious to include but students who lack number fluidity and flexibility, have increased difficulties when acquiring new math concepts. It would seem clear that my move to the junior division was my chance to make an impact. Teaching Math in a grade 4/5 would allow me the chance to build a strong number sense foundation for my students so that they would be successful mathematicians.
Discovering a high-yield strategy
As an aspiring leader, I commit to being a change agent and learn by collaborating and continuing to participate in the learning process. Therefore, every year, I go to the OAME (Ontario Association for Mathematics Education) conference in May and come back to my classroom excited and reenergized about my profession. At the OAME-2016 in Barrie, Ontario, I attended a presentation given by Judy Cathcart entitled Number Talks in the Junior Division. The number talk was part of her balanced Math program.
What is a Number talk?
Number talk is the first thing my grade 4/5 students engage in at the start of Math class. It is a quick way of warming up our brains with numbers, regardless of the strand that is being covered that day. Its main goal is to develop mental math strategies and build flexible computational skills. As an example, a recent question my class worked on was 35 X 16. First, students individually and silently calculate the answer. Once students have an answer, they continue thinking by finding different ways to calculate the result, which in turn provides enough time for most of the class to solve the problem using one strategy. As students are thinking, they show, using their fingers, how many different strategies they can use to execute the computation. The second phase of the number talk consists of recording all the answers found, without making any judgment or discussing strategies. Finally, students are invited to defend an answer and explain their thinking orally. Zachary, a grade 5 student explains ‘I can build on someone else’s strategy and make a new strategy that is faster and more efficient’. During this process, the role of the teacher is to make the thinking visible.
A need for talking, listening and writing
As with the three-part math lesson, Number Talks comes alive during the consolidation or discussion phase. I believe that when students are constructing convincing arguments, listening to classmates’ strategies, and clarifying understanding they are engaged and learning Mathematics at a deep level. In particular, everyone including the teacher can see where common mistakes are and learn from each other as we untangle misconceptions. Nicole, a grade 4 student at the TDSB says about Number Talks ‘you can learn about different mistakes so that you don’t do that mistake again’. As we can see, when students’ misconceptions are corrected right away on a daily basis, students become more cognizant when selecting and monitoring their thinking, thus developing a strong and flexible number sense.
In a recent article in Curriculum Associates, Gladis Kersaint, Dean of the Neag School of Education at the University of Connecticut and author of Ready Mathematics writes on the importance of facilitating productive mathematics discussions: Teachers may examine students’ work and assume that they can interpret students’ approaches, but this assumption may be erroneous. Depending on a student’s ability to express him or herself mathematically, what is illustrated on paper may represent only part of the picture… It is only when teachers ask a student to explain his or her reasoning to another student or to the whole class that a student exposes what he or she was thinking, which provides teachers opportunities to support student learning. The big idea is that students see mathematics as a creative subject where the mathematical process can vary greatly from one person to the next. Consequently, students become more aware of the importance to communicate one’s strategy effectively as they gain a greater appreciation for the diversity in reasoning. Moreover, I found that by asking for clarifications and articulating student’s strategies in front of the class, the teacher models what good mathematical communication looks like; using conventions, symbols, words, models, drawings, sequencing of steps etc.
Principle of Universal Design for Learning
Finally, we must ask ourselves if this high-yield strategy is very effective for all students. What I continue to observe in my classroom is that despite the fact that most of my students are enthusiastic about Number Talks and that animated discussions are an indication of students’ engagement, some students - the ones that need it the most, are happy to continue to sit back and let others “do the Math”. Despite my effort to include and engage all students, especially students that have a learning disability, select problems in the zone of proximal development, develop a culture of curiosity and risk taking, I still have difficulties engaging certain students for 15 minutes of daily Math talks. My motivation to find a solution pushed me to read Margaret S. Smith and Mary K. Stein’s book entitled Five Practices for Orchestrating Productive Mathematics Discussions.
The next collaborative inquiry
It would appear that we are now at an important crossroads in our thinking. As we strive to create equitable learning environments for all, many of our current high-yield strategies seem to rely on the student’s ability to concentrate more often than before throughout the school day. On the other hand, I remain convinced that Number Talks are a powerful way to develop the much needed computational strategies our students need so that misconceptions do not interfere with the acquisition of new concepts. This assertion raises the fundamental question – Does the shift from using repetitive drills, grammar work sheets as an example, to the overuse of discussions in our classrooms (i.e. from co-constructing success criteria, Math Talks, 3-part Math lessons, Think Pair Share, guided writing, inquiry based learning etc.) do a disservice to many of our students who seem to be less and less able to focus for a long period of time and/or have may have executive function disorder?
Article by Annick Cardinal, Grade 4/5 French Immersion Teacher, Williamson Rd. Public School
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Language plus math multiplied by inquiry based learning and the big idea = ?
Hopefully my attempt at an order of operations equation has not left you too confused. My message is pretty simple. The Ministry of Education’s Renewed Math Strategy? Bring it on!
As a province, Ontario has placed a renewed focus on mathematics instruction. For those unfamiliar with the strategy, some of the highlights include ensuring an hour of math instruction each day, professional development for all educators and tips for parents around math instruction.
Key parts of the strategy include the following:
“Through mathematical activities that are practical and relevant to their lives, students develop mathematical understanding, problem-solving skills, and related technological skills that they can apply in their daily lives, and eventually, in the workplace.”
Practical and relevant to their lives are key words for me in the above sentence. Our students need to see how math truly does surround them every day and while I don’t want to invoke Jon Sciezka’s Math Curse because someone might shut me down saying “Keep math positive!!!”, the point remains….Math is everywhere we look, and the fact that a story was written about it also confirms my next point and takes us back to my equation – Language and Math go hand in hand.
In order to solve most math problems (especially at the JK-Gr. 8 level), you must start with understanding the question and more often than not, that’s language based. Teaching our students to read, and re-read, and slowly focus on key words in any problem is the first step.
A key line in the Ministry’s parent guide to mathematics speaks of the need to communicate in mathematics. Specifically the guide highlights the need to “Explain how we solved a problem and why we made a particular decision.” As teachers have been telling students for years, explain and show your work, giving an answer is not enough. Finding ways to explain your answer is critical and yes once again, therein lies the literacy connection.
So if the idea is to explain our mathematics and find practical and relevant ways to do this, how can an integrated language and math approach work best? Well that bring us to the last part of my equation – consider the big idea and inquiry based learning.
Inquiry based learning puts the onus on students to ask the questions that intrigue them and then to go out and find those answers. Below is a link showing how one Gr. 8 class started with their interests and developed their own math inquiry questions.
As for the big idea, by immersing yourself in a topic, you can find mathematics in many different ways. One of our classes this year undertook a four day inquiry experience at the Toronto Zoo and part of our work included what we termed Zoo math.
Both of the above examples confirm and support the ways that literacy education and mathematics education can go hand in hand. And for those looking for the answer to my initial equation? Well let’s take one last look - Language plus math multiplied by inquiry based learning and the big idea = ? I’ll leave it to you to fill in the blank, as we know there can be more than one answer to that question. To my mind though, it’s all about engaging our students in the learning process, and that in the end is a strategy we can all work towards achieving.
Article by Roy Fernandes, Principal of St. Sylvester Catholic School with the TCDSB
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Great Summer Reading 2017
The Break by Katherena Vermette
Medicine Walk by Richard Wagamese
The Vegetarian by Han Kang
The Sympathizer by Viet Tanh Nguyen
The Lonely Hearts Hotel by Heather O’Neill
Great Summer Reading list compiled by Jose Molina, EYSRA
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Plan to Attend:
Reading for the Love of It 2018 Conference
We look forward to seeing you on Thursday, February 22nd and Friday, February 23rd, 2018 at the Sheraton Centre Hotel, downtown Toronto.
Registration opens on October 1st, 2017 at www.readingfortheloveofit.com
We recommend that you register early!
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