Mathematics Support
During the 2016-2017 year I supported students in PYP 6 who have in the past found understanding and manipulating basic math challenging. To build confidence in mathematics I have created a safe and positive environment where all students are expected to achieve. To ensure that learning was the focus of our learning, I did some research into common misunderstandings of basic mathematical concepts - specifically in number. Research showed that using concrete materials and the recording of the thinking process would enable students to demonstrate their thinking processes. This also provided me with clear data about the misconceptions my students had. I used this as a starting point to identify what concepts about number the students needed to develop. At this time, I also had students do daily drills in basic number facts. This was to build their speed and accuracy with the recall of number facts.
In addition, we worked on building logic strategies that would not only help students solve mathematical problems, but also support learning and problem solving in all areas.
Another strategy that I introduced and the students found helpful was questioning. Initially we collaborated and worked on developing questions we could ask before, during and after a problem to help us identify what we needed to do, how we could solve the problem and if the solution was reasonable. This took a lot of practice, however over time students skill in asking appropriate questions developed. When they reflected on the different strategies they found asking questions and recording their thinking processes digitally the most useful.
In addition, I supported two year 2 students who were working above grade level. It was very rewarding working with students who were passionate about mathematical and enjoyed being challenged mathematically. The had perseverance in bucket loads. What was more interesting was that one student was able once shown, they had a great memory for procedures, the other was a creative thinker and problem solver, who thought mathematically.
In addition, we worked on building logic strategies that would not only help students solve mathematical problems, but also support learning and problem solving in all areas.
Another strategy that I introduced and the students found helpful was questioning. Initially we collaborated and worked on developing questions we could ask before, during and after a problem to help us identify what we needed to do, how we could solve the problem and if the solution was reasonable. This took a lot of practice, however over time students skill in asking appropriate questions developed. When they reflected on the different strategies they found asking questions and recording their thinking processes digitally the most useful.
In addition, I supported two year 2 students who were working above grade level. It was very rewarding working with students who were passionate about mathematical and enjoyed being challenged mathematically. The had perseverance in bucket loads. What was more interesting was that one student was able once shown, they had a great memory for procedures, the other was a creative thinker and problem solver, who thought mathematically.
