Establishing an Environment for Mathematics
Look around most elementary classrooms, and you’ll see evidence that language arts learning is taking place. The question then becomes do you see evidence that mathematics is just as important. Probably not. Most classroom environments are literacy rich and mathematics poor.
A mathematics rich classroom is a place where students are surrounded by math…a place that promotes mathematical learning. What kinds of things promote this thinking?
Word Wall-This is a place in the room where math vocabulary words are put and can be easily viewed. The words are taught and used by teachers and students. If one of the words is “acute” not only would students learn the definition, but they would make acute angles and be able to recognize them.
Anchor Charts-These are charts the class creates that are centered around one math idea they have recently studied. They help students remember a skill, strategy, or steps in a process. Examples might be an anchor chart on the steps of long division or problem solving.
Graphic Organizers-Good graphic organizers help students think. They help them separate what’s important from what’s not by helping them organize information especially when trying to problem solve. Graphs and calendars are good examples of these organizers, but there is, also, an organizer called 4-Block or the Frayer Method designed specifically for problem solving. Here’s more information about it.
Math Journals-These are books in which students work out math problems and show their thinking. You may give them prompts to write about at times. Make sure you model writing and thinking aloud for them several times before you expect them to do it on their own. Have them finish sentences like…”Today in math I was confused about” or “What I really liked about math today was”.
Evidence of Problem Solving-Display student work which shows they are learning to problem solve and shows their thinking. Use as many real life scenarios as possible. Putting student work up in the classroom shows you value what they are doing.
Just as important as seeing math in your classroom, it is just as important for you to present math through your daily teaching in a way that gives children a chance to talk about what they are learning. They need multiple opportunities to explain their thinking. They need to be shown different ways to solve the same problem and different ways to learn the concepts. They need guided and independent practice.
Overwhelmed? Try this. Look around your classroom and ask yourself is it obvious that I’m teaching math. Then ask yourself these three questions. Where am I with my teaching of mathematics? Where do I want to be in three months? How will I get there? The answers to these questions will drive what you do next.
Improving students’ mathematical understanding will aid their confidence and their future ability to complete tasks in the workforce as well as at home.