The way we teach math has certainly changed over the years. The focus has shifted, as teachers strive to provide opportunities for students to build understanding through problem solving. As young students, we ourselves experienced a math classroom that likely involved a great deal of "drill and practice" where our teachers were practiced in delivering a lecture to explain "how to do the math" and then providing ample amounts of questions and worksheets to help us hone our skills. The 21st century math teacher provides an almost "backwards" version of this - students are given tasks with little explanation that have a variety of acceptable answers and are accessible in different ways, and they are asked to "discover" the math. Students work together in an inquiry process with a team, rather than perform math tasks in the prescribed way on their own. The focus on problem solving motivates students to investigate math concepts and apply their own understandings. Rich tasks are given to students in order to allow them to use their existing knowledge and strategies to solve a problem and build understanding. Rather than simply asking "what is 3 x 7?", a teacher is providing an engaging question to provoke learning.
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An effective mathematics program includes opportunities for shared, guided and independent mathematics. I try to include guided math opportunities into my lessons and plans, however, I have found that setting a rigid schedule for when these opportunities will happen doesn't always feel organic for the topic/concept. Since I am working on a math program this year that focuses on the 3 part lesson and rich tasks for same-ability groups, I plan the concepts and lessons out and then fit in the guided math whenever necessary. Sometimes that means pulling students during independent work periods (math and non-math) and sometimes it is immediately after receiving an exit ticket and conferencing with individuals to clarify misconceptions.
I have several different grouping methods. For my identified students that are all working below grade level, I meet with them a few times a week to cover some of the different new concepts they need to work with independently. This group is static. Other groups are more dynamic in that each unit students seem to understand the particular math strand differently and require different interventions. I try and focus my guided math groupings "as needed" with each task/lesson.
I have several different grouping methods. For my identified students that are all working below grade level, I meet with them a few times a week to cover some of the different new concepts they need to work with independently. This group is static. Other groups are more dynamic in that each unit students seem to understand the particular math strand differently and require different interventions. I try and focus my guided math groupings "as needed" with each task/lesson.
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Children's Literature can be an excellent medium for mathematics concepts and problem solving. Here are two texts that can be used to integrate social studies into math:
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