Best Practice in Mathmatics

Article: Best Practice in Mathematics
Author: Zemelman, S., Daniels, H., & Hyde, A. (2005)

This article had wonderful ideas pertaining to my new action research topic which will focus primarily on the effects of journaling on mathematical understanding. As with the Best Practices in Reading article that I read last week, there were some consistent themes found within the reading.

One re-curring theme that is found in successful math classrooms, is the presence of real, authentic mathematical experiences for the students. The authors state that math needs to be "meaningful"(pg. 3), which is similar to the essential understanding of other subject matters as well. One of the most important ways to help assist with a student's understanding is also to relate math to patterns and relationships. The authors state, "teachers should show students how to use the concepts taught in math powerfully, and with full understanding."

How do you accomplish this? By promoting coherence and emphasizing BIG ideas, and connections over and over again. The authors describe 5 intertwined processes to help build mathematical understanding which are:

1) connections: relating math to the "real-world" and using authentic experiences. "Making connections requires reasoning."   p.11
2)problem solving: working in small and large groups, using specific strategies to work through problems
3) representations: Using manipulatives, journaling, drawing a pictures, make a list or table, acting math out
4) communicating ideas: Working in small groups
5) reasoning and proofs: Talking to others, sharing invented strategies

Another re-accuring theme was the use of math language. As teachers, it is important for us to develop a classroom environment that promotes math thinking and math talk. Allowing students to share ideas with the whole group and with small groups gives the opportunity to collaborate with others and make connections. We also need to be aware of the questions we ask to ensure we are intentionally guiding our students to the understandings we need them to obtain.

I am intrigued with the concept of math journals and am anxious to implement these tools in my classroom next year. I have incorporated an abundance of "math-talk" sessions over the last year, where students share their thinking with fellow classmates. I would like to see how journaling, communicating and representing ideas through words and drawings will help me to see conceptual understandings for formative assessments and guidance.