Colloquial Language vs The Language of Maths

The learners are now becoming more familiar, excited and engaged with problem solving tasks in Maths. They are also becoming more confident in sharing their ideas and strategies with the class. Asking questions to gain clarity is consistently being worked on with learners asking more 'Why' and 'How' questions.
The next step I had planned was to introduce a 'What if we' and a 'Could we' into the sharing session in order for learners to think deeper about strategies being used and deepen the level of understanding of the big ideas around Maths. I have however changed course slightly as I am beginning to wonder if, when and how to transition learners into using more mathematical vocabulary when explaining their ideas and strategies. My fear is that all the fantastic shift in attitude, and improved communication will suffer. I would need to do more research with regards to how best to implement this shift and whether this shift in use of vocabulary is necessary at this stage. Currently the learners are communicating effectively and having their voices heard by their peers. The big question is:

Would the introduction of more mathematical language change the tone of the problem to one that is more impersonal and thus loose the interest of the learners.

Research:

NZ MATHS LINK

Best Evidence Synthesis Iteration By Glenda Anthony and Margaret Walshaw.

Teacher Tools

In Maths we have been focussing on our known fact knowledge and how to use this as a strategy to solve problems. I have used the Teacher tools digital tools and transferred them onto the Explain Everything app for the ipads, using the exact wording and context given. I measured the engagement level, level of talk and ability to solve the problems by observing the learners in action. All the students were engaged and completed the tasks.

I then used the same problem but changed the wording of the problem.  The context was changed to appeal to the learners based on what I knew about them. I again measured the engagement level, level of talk and ability to solve the problem through observation. The learners were now not only engaged in the task but excited to complete the task. I also included an element of create. The tasks had to be completed in order to solve a mystery eg. which picture was the principals favourite, what ice- cream did the teacher bring to school today. The children then had to create their own problem with a mystery when the answer was correct. Other students, including the teacher then had an opportunity to solve the problem and answer the mystery.

In conclusion I now have learners asking for mystery problem solving tasks.

Maths Intensive week

In week 4 the school had a Maths Intensive Week. All learners in Room 1 thoroughly enjoyed this week. Each day the learners were given a new challenge to complete and time was given for sharing and asking of questions. The same format of agreeing or disagreeing with a reason was used. I also introduced ... How do you know your answer is right? I have a question about....

It was interesting to note that as partners were working together solving the windows in our street problem how they communicated freely with each other. Learners were also actively engaged and keen to ask questions and comment on others work at the feedback session. The question I now have is how much influence does the problem and task have on the oral language used when sharing as 'talk' was greatly increased and evident with the making our own street problem.

Maths Programme with knowledge and strategy.

Ove the past few weeks great emphasis has been put on strategy and problem solving with learners talking about their learning. I was however concerned that I was not doing enough 'Perfect Practise, reinforcing of knowledge, quick recall and expanding basic math knowledge that could assist learners with solving problems. I thus decided to once again make a change to my Math Programme. This time I incorporated a 20 minute session focussed on knowledge. I started with 5 minute slots of quick bursts of knowledge i.e.

5 min - counting to 100
            counting back from 100
            identify the number
I used the 1000's boards and we filled in numbers as a class. We also threw a sift ball around the class saying the next number.

5 min - shapes song
          - name the shape
We sang a shape song on the t.v. from youtube. for name the shape I would either say a shape and learners had to form the shape using their body or with a group, or I would hold up a shape and they would shout out the name and 1 attribute.

5 min - teen and ty
I would write a number on the board and they would shout out the name. They then had to give me a a reason e.g. 10 + 4 = 14, before 15, 1 ten and 4 ones.

5 min - quick recall facts to 5, facts with 5
I would write answers on the board and have 2 children at  a time compete. I would say the equation and they would slap the correct answer.

All the learners thoroughly enjoyed these 20 min sessions. On day 1 I would assist learners who had found a particular 5 minute session tricky or introduce a new knowledge concept to half the class. Day 2 would see me working with a different set of learners ensuring that over the 2 days the whole class had an opportunity to complete the problem. On day 3 we would share how we solved the problem and discuss the various strategies in depth. Learners then had a chance to try a different method to solve the problem on Day 4 and share what they have discovered or learnt.

Agree or Disagree

The learners are growing in confidence when sharing their ideas, strategies and thinking. The next step in our learning was to allow the class to agree or disagree with our statements and explain why using the word 'BECAUSE'.  We are also attempting to form questions so that others can gain better understanding or get clarification on a strategy or answer.
To implement this I asked learners to show whether they agree with a strategy or answer using thumbs up or thumbs down. Many learners were hesitant to agree or disagree as they felt it had an impact on whether they had friends at playtime or not. To try and reassure the class, we did a few role plays to show how this should look. I hope that with time it would improve but there is still an underlying reluctance by some to agree or disagree. In complete contrast there are a few learners who disagree just because they can and are unable to give a valid reason for their disagreement.

Although we have been attempting to disagree or agree using the word because since the start of term 3 it has not been easy to achieve. This will have to continue to be a work in progress. We are able to however show, using thumbs up or down whether we agree with the answer or not but saying why we decided that has been based on what they saw others showing. Many still find it difficult or are reluctant to say why they agree or disagree. I am wandering whether a lack of confidence in known math knowledge is prohibiting the learners from stating facts incase they are wrong. Perhaps a focus on knowledge and lots of Teacher modelling will help us overcome this stumbling block.

Changes in Math Attitude

Today I spoke to the learners about how they feel about Maths after the changes. They readily shared what they are enjoying doing now.

The learners also readily shared how they wanted to continue to learn and do maths in the class.

This is an excellent result thus far. I have discovered that the learners enjoy talking and sharing their ideas both digitally and on the whiteboard. I do however need to continue to engage a few and dispel the misconception that only 'brainy' children know the answers. We need to create a safe environment for all to willingly and openly share on a regular basis. 

Ideas from the learners

I decided to ask the learners how they felt about the changes we have made in the way we do Maths. Below are their responses.

I then asked what made them feel this way.

We discussed that when we learn new things they are hard but the more we do it the easier it gets. We also came up with ways we can show we need help, we don't understand and we are thinking so that we do not disturb someones thought process.