K-6 Mathematics Resources

In class we were able to explore Math resources from kindergarten to grade six. I thought this was a great opportunity because it opened my eyes to the various resources available to teachers.

Primary Resources 

I noticed from Kindergarten up until about grade three, the math resources we're much more vibrant and colourful. I also noticed the math resources didn't really seem like the math that I was exposed to in those grades, the math was more disguised. The content in these resources contained more stories and it seemed much more relevant to children's lives. I really enjoyed the resources for kindergarten. I actually felt excited about teaching math when I looked through all the different books that covered many topics in storybook form. In these resources mathematics is displayed in everyday life, its not just a subject in school, it's everywhere we look.

Elementary Resources 

By the time we reached the grade four station, the mathematics was looking more similar to the math that I experienced while in school. The resources contained less images, less stories and colour and just seemed boring! I found it really hard to even investigate the various resources in these grades and I frequently found myself turning the pages without taking anything in (which may be what elementary students experience).

Overall, I really enjoyed the resources for the primary grades and I'm looking forward to using them. As for the elementary grades, although there are great resources available, I will definitely look for additional, more student relevant and appealing resources.  

Front Matter

We were asked to look the the front matter in the curriculum guide and write about what we found interesting or surprising. The first thing that caught my attention was when I was reading through the Belief's about Students and Mathematics Learning. The guide stresses that mathematics learned should build on students prior knowledge and experience. This means that the mathematical content must be relevant to the child in order for them to construct meaning and understanding. This somewhat came to a surprise to me because when I experienced math in primary and elementary it didn't seem relevant or meaningful other than when it came to completing a test. I remember frequently questioning the purpose of most of the math I encountered in school.

Secondly, while reading through the Instructional Focus section, I noticed this statement; 

• By decreasing emphasis on rote calculation, drill and practice, and the size of numbers used in paper and pencil calculations, more time is available for concept development. 

I found this statement surprising because this illustrates a completely different environment when it comes to mathematics compared to what I experienced while in school. For example, when I was learning multiplication it was entirely based on drill and practice and on memorization. I've been able to see this change during my observation days. Instead of memorizing times tables, students are learning many different kinds of methods to figure out multiplication solutions. Class time is based more on the process of obtaining solutions rather than coming up with answers as fast as possible. 

As I continued reading I came across the Instruction Time Per Unit section. I found this section interesting because it provided a visual of a time line and a recommendation for how much time to spend on each unit. I really like this resource and I think it would be extremely helpful for new, less experienced teachers while planning their school year.   

Overall, I think the front matter of the curriculum guide is an excellent resource for teachers. I think it's especially beneficial for future teachers to be familiar with and to understand in order to begin thinking about the kind of classroom environment that is the most suitable for all needs. 

So What?

As a future teacher I need to be thinking about what's important for my future students to experience and learn in my classroom. When it comes to Mathematics there are Principles and Standards that have to be incorporated in the classroom. So what? Why are these things important to consider? Why should we care?

After looking through chapter one of our textbook, the first thing I asked myself was what is the NCTM and what does it have to do with teaching mathematics? NCTM stands for the National Council of Teachers of Mathematics. This organization is the base of all mathematical curriculum in Canada.  

Why is this organization relevant to my teaching career?

The NCTM released the updated document, Principles and Standards for School Mathematics in 2000 which is still causing a reform of mathematics in school's today. This document provides the basics of what to teach when it comes to mathematics. 

The following lists and describes the standards and principles that were mentioned in the document.  

The NCTM list six fundamental principles that corresponds to high quality mathematics education. These include: 

1. Equity: High expectations and support for all students

2. Curriculum: A "coherent" curriculum, as an integrated whole, focused on big ideas  

3. Teaching: Teachers have to understand what they are teaching, they have to know the ways their students learn and the individual development of their students and provide content, tasks, and strategies that aid in the students learning. 

4. Learning: Mathematics must be learned with an understanding, not just by performing tasks. Learning must be able to transfer to new experiences and students must be able to evaluate their own learning and ideas. 

5. Assessment: Assessment should be based on meaningful information. Teacher's should be constantly assessing to measure students growth and understanding and to guide instruction.  

6. Technology: Technology should be used to enhance students learning; aids in solving problems not possible without and allows for increased exploration. 

So what?

These principles are important for me to be aware of and understand because they describe what a mathematical environment must look and feel like. Your classroom should be built upon these principles.

The NCTM also outlines The Five Content Standards. These are a common set of strands of mathematics that appear throughout the grades.

1. Number and Operations

2. Algebra

3. Geometry

4. Measurement

5. Data Analysis and Probability 

So What?

These content standards outline the content topics that repeat throughout the grades. You would have to be aware of these in order to plan units or to be prepared for substitution days. 

The Five Process Standards are also explained (How you perform the content)

1. Problem Solving: emphasis doing mathematics by solving the problems

2. Reasoning and Proof: Emphasis logical thinking; why does your answer make sense?

3. Communication: Being able to talk about, describe and write about mathematical ideas

4. Connections: Being able to see connections within and outside of mathematical ideas. 

5. Representation: Emphasizes the use of symbols, manipulatives, diagrams, charts, graphs to represent mathematical ideas.

So what? 

The process standards describe how students solve mathematical problems as well how they think mathematically. It's important to understand these standards because teaching must reflect and be based upon them.

The Teaching Standards

1. Knowledge of Mathematics of General Pedagogy

2. Knowledge of Students' Mathematical Learning

3. Worthwhile Mathematical Tasks

4. Learning Environment

5. Discourse

6. Reflection on Student Learning

7. Reflection on Teaching Practice. 

So what? These standards help you envision your role as a teacher that creates an environment that supports the Principles and Standards.    

After looking through chapter one for the first time I was overwhelmed by all the principles and many forms of standards. Once I went through each one individually and looked and at the overall idea to these standards and principles, it all became clear and relevant. Knowing about all the standards and principles allows me to feel more confident about teaching Mathematics.