I'm so excited that it's time for Chapter 1 of the Building Mathematical Comprehension book study. A big thanks to Brenda at Primary Inspired and Beth at Thinking of Teaching for starting the study and for hosting week one!

My husband always says that I take for-ev-er to get to the point of what I'm trying to say...I of course don't think that's true; I think he's just being a man about it...but in the event that he's right...which of course rarely happens (I know he won't be reading this so I can say that!)...I'll be giving you the straight to the point, no fuss, no muss version each week. I've included my personal thoughts and reflections in

*italics*for your reading pleasure {ha!}.
Here are my take away points from Chapter 1:

**Mathematics Goal**:

__Teach students to use mathematics for functional uses__(19).

*I need to help my students make real world connections between the math we do in class and their everyday lives!*

**Reaching that Goal**:

- build consistency with instructional strategies across content areas (in the case of this book, reading strategies applied to mathematics) (21)

*I need to be aware of the strategies that I use in one subject and identify how they can be used consistently across content areas. This book is a great start!*

- create a consistent vocabulary to maximize effectiveness (21)

*Consistent strategy vocabulary will ease confusion and will help with the implementation of strategies across content areas.*

- teach the structure of word problems similar to how you would teach the structure of a narrative or expository text (25)

*Duh! We do this in reading, why wouldn't we do it when approaching problem solving. Maybe teach students how to give word problems a mini or simplified close read.*

- to increase confidence and willingness to try, acknowledge the various ways students will attempt problem solving as opposed to expecting one way to arrive at the solution (25)

*I have to remember to encourage students to be creative in their approaches to problem solving. Many times you can arrive at the correct answer in a variety of ways. I have to nurture every road that students take to get to that answer.*

- give students credit for trying every problem and showing their work versus only giving credit for correct answers; this will increase persistence towards mathematical tasks (26-27)

*My partner teacher and I grade all math work for accuracy. {thumbs down!} After reading this chapter and watching some videos from Rick Wormeli {fabulous, and a thumbs up!!} I hope to be changing that next year. Maybe a post on that coming soon?*

- teach strategies explicitly using 6 steps quoted by Sammons (31):

- Explain WHAT the strategy is
- Explain WHY the strategy is important
- Explain WHEN to use the strategy
- MODEL the strategy (without student involvement)
- GUIDE students while they practice the strategy
- Let students use the strategy INDEPENDENTLY

*I've always been a fan of explicit instruction, modeling, think-alouds, and such so this is an encouraging first step for me.*

See you next week for Chapter 2: Recognizing and Understanding Mathematical Vocabulary

SIDE NOTE: I'm giving a day or two more for my Guess My Number Giveaway. Read and enter here.

I really enjoyed your post on Chapter 1. You did a great job of getting straight to the point. :) Found your cute blog though the linky.

ReplyDelete:)

Tamera

MyHeartBelongsinFirst

Kaizactan2001@yahoo.com

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This is a great post! I love how you wrote your own thoughts in conjunction with the text from the book.

ReplyDeleteThanks for linking up.

Beth

Thinking of Teaching