Teaching Math is Not for the Faint Hearted
From the desk of Laney…
Teaching math is not for the faint hearted! It is a complex task that requires deep mathematical content knowledge, a toolbox of instructional strategies, and the ability to create a culture of learning that encourages sometimes math averse students to venture into the discipline with an open mind. While I was pretty confident about my content knowledge (or at least knew what to do if I had questions), I was not as confident about the instructional strategies I was using and my ability to create a positive culture of learning math to inspire my students. I often wondered if there was a better way than the traditional whole-class instruction model I was using. Eventually, these wonderings led me to adopt a Guided Math approach for my math classes. And, I am so glad I did!
Modeled on the Guided Reading approach so many teachers use, Guided Math is an instructional framework made up of seven components: creating an environment of numeracy, math warm-ups, whole-class instruction, small-group instruction, math workshop, math conferences, and assessment. Undoubtedly, there are differences between teaching reading and teaching math, but good teaching is good teaching. And, teachers are especially skilled at taking a good idea and adapting it to meet their needs! I found that many aspects of Guided Reading are easily adapted to teaching math—and work just as well. In fact, I found Guided Math to be a powerful instructional tool when I implemented it my classroom.
Why should you consider implementing Guided Math?
- Visible learning is important for both students and teachers. The close communication between students and teachers during small-group lessons and math conferences not only gives teachers insight into what students are thinking, but also leads students to examine their own thinking and self-assess their mathematical understanding. As a result, both teaching and learning become more focused.
- Some learners quickly master new math content with ease, yet others need and deserve extra time and support. With the use of flexible grouping based on the learning needs for each individual lesson, teachers are able to adjust instruction to fill gaps in background knowledge and skills or to provided additional challenges. Not only can lessons be easily differentiated, but the lesson lengths can vary as well depending on what students need.
- Quality math education is more than just teaching content and skills. Students must also learn to engage in the mathematical practices. It is important that students engage regularly in the mathematical practices so they begin to understand the complexities of the discipline. With the use of small-group lessons and independent math workstation tasks, these mathematical experiences are more easily provided. With small-group lessons, teachers play the role of facilitators as they monitor learning, ask focused probing questions to encourage student thinking, and informally assess student understanding.
- To firmly plant new mathematical concepts and skills in the permanent memories of students, ongoing distributed practice is important. Math workstation tasks offer opportunities for students to revisit on a regular basis concepts and skills they have previously mastered. By regularly returning to them, students develop a deeper understanding and better retention of what they are learning.
- Students need opportunities to work independently with their peers. Students learn important work skills as they work independently—sometimes on their own, but often with their peers. They develop the abilities to follow directions, solve problems that arise, and assume greater responsibility for their own learning.
Laney Sammons is a former classroom teacher, instructional coach, and educational consultant. She is the author of Guided Math: A Framework for Mathematics Instruction and Teaching Students to Communicate Mathematically, in addition to 11 others. Laney has worked with teachers of all grade levels throughout the United States and Canada to help them improve their mathematics instruction.