What are we doing in Math that we should continue?
I feel that the Everyday Mathematics in grade one should continue. The spiral curriculum allows all students to review previously taught concepts on a daily basis, as well as providing a preview of upcoming topics which engage and challenge the students.
What should we change?
There should be full day Kindergarten across the district. This allows all students regardless of background to have access to a structured academic learning environment in order to set the strong foundation for future learning.
Kindergarten should focus on strong number sense and concept of number.
We should make a commitment to low class sizes especially K-3. This lower student to teacher ratio would ensure that all students had a clear,solid foundation in the area of mathematics on which all all other learning depends.
Time should be taken by adminstrators in each building at Open House stating the DISTRICT'S expectation for all learners and parents/guardians especially in the areas of mathematics and english/language arts.
Time should be taken by administrators in each building on the first day of school sharing the expectations for all learners and parents/guardians with all students.
We should increase expectation of student memorization of facts so as to build fluency and automaticity as we do with basic sight word knowledge in reading.
Library Time - especially the extra Monday class should be used for students to be working on computer drills in mathematics at their own level so that their fluency, automaticity, and knowledge increases.
Classroom teachers' grade levels should not routinely be changed just for change's sake. It takes time for teachers to become familiar with the standards at that grade level, the pacing of the curriculum, and MCAS. In order to be able to deliver high quality math instruction, teachers need to have mastered the above which will ensure their ability to provide explicit instruction. Teachers should be able to have many ways of delivering instruction using clear models and extensive feedback.
Professional Development should be provided by a person who is fluent in Math Education. This provides teachers with instruction on HOW to teacher various learners a given standard using various strategies, manipulatives, technologies, and resources.
Benchmark assessments should be developed at each grade level based on the frameworks which show a steady progression from grade to grade.
4 comments:
Amiee- You bring up many great ideas to think about and perhaps consider for next year. I really like the idea of using the extra Monday Library class as computer time where children can work on Math/Spelling skills. There are many wonderful kid friendly web sites that they can use and the kids would love it!
Yes! Love the idea of using extra library time for that! There are so many great websites that can help kids reinforce math facts for many different grade levels. I also agree with you about class sizes in the lower grades. It really enables teachers to be able to work closely with those students that struggle.
So many important ideas! I too think that teachers need to be in a grade level for a while before they can really get a feel for what the grade level expectations are for students in math and ela.
Amiee, I think you bring up a great point about math fact memorization. I agree that there is such an emphasis placed on sight words and automaticity. I think that we need to place that same emphasis on math fact fluency. I love the idea of using that extra Monday specialist in the library. It could even be a place for an aditional Math class, maybe run by a math specialist in order to target those students who need additional practice.
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