As a preschool teacher, I use a lot more visuals with my students than teachers in the older grades simply because my students need pictures which represent the numeral rather than the number itself. Since I was not brought up to draw visual representations of my work, I found some of these questions difficult.
I believe that it is very important to create a language-rich classroom routine. The more students recognize words that have the same meaning, the more likely they are to recognize a variety of different problems. For example, in one of the third grade classes I was complimented by the math specialist in the school because the students would use the word "plus" or the phrase "I plused" when talking about addition. It was an acceptable answer but I also asked them another way they could explain their answer that would be more common such as added or combined or increased because those questions are likely to come up in the future too. Every person uses different language and ways of communicating, especially in math. I think that the more math language students have built, and even language in general, the better suited they are to answer more complex and higher order thinking question. Having a language-rich classroom is important in all core subjects.
I agree that using clear and consistent language with students is very useful. Constantly exposing them to the vocabulary in a unit helps them to maintain the meaning and use it to show understanding. Having words all over the classroom, and using the language in instruction helps to give those words meaning.
I agree with Leinwand that it is very important to continuously use mathematical terms in context and link them to phrases that are familiar to students. For many students, math is like a foreign language and, as Leinwand writes, should be encountered orally and in writing. I can't remember having ever seen a word wall with math phrases on it in the classrooms in which I substitute but I will begin looking from now on. Knowing now how important it is I will be sure to combine both math terms with the other words on the wall when I am in a classroom. The ability to make complex math terms seem more commonplace should be a goal for all teachers. Although the terms become more complex as students get older you can't begin too early to teach vocabulary words. The example of Moms in the grocery store talking to their babies was a perfect example of this. The earlier students hear math words and phrases and are able to connect them to familiar concepts they understand, the less fear of math they will potentially have.
Lyanne, I like how you mentioned Leinwand's idea of a math word wall. When I came across this part of the chapter I thought it was a great idea. It's something I have not seen done in a classroom before, but I think it will definitely be something I incorporate when I have my own someday.
Lyanne, and Holly, This was something that interested me as well. I have not seen something like this in a classroom yet either, even strictly math centered rooms. The sooner children are exposed to these terms and understand the meaning the better because they will be more likely to have a deepened understanding of what future teachers are discussing and hopefully it will take some of the stress out of school for them.
What a fantastic idea...a Math word wall-love it. I think this would encourage more students to use math terminology in their daily math discussions-especially if they had a sketch to go with the word to help students remember what or when the word is used for.
I agree that the math word wall is a great tool. A lot of times teachers forget how important it is for students to constantly have that language visible to them. A word wall could also be a good resource to have students refer to during a lesson.
In Leinwand's fourth shift he discusses the incorporation of mathematical language into classrooms. This was a topic I have little background and experience with. After reading the chapter, I thought it was such a great idea that Leinwand mentioned bringing a math word wall into the classroom. I feel as though teachers often forget what it's like to have numerous math terms thrown at you and being expected to automatically remember and understand what every word means. Most of the words we use in math are not only lengthy but hard to pronounce. I know almost every elementary student struggles with math terms. I also liked how Leinwand mentioned that not only the teacher has to explain the terms being used in math, but also the students. I think it might also be helpful as a class to make definitions together instead of just copying from the glossary of a textbook. That way, the students have ownership of their definitions and a better understanding of the meaning behind them. Leinwand brings up a good point that we need to make our classrooms more language-rich.
Holly, I really like your idea of allowing the students and the teachers to make the definitions for the words together. Depending on the grade it may be a difficult task but it would really allow the teacher to see where they students are when it comes to knowing terms, as well as help them to familiarize with the words.
Holly, I think your idea of coming up with class definitions of words is great. Just regurgitating a glossary definition doesn't help a child remember or even understand it. Creating ownership is vital. If children wrote their own definitions it would also help the teacher see if he/she is grasping the concept.
I would have to say that, like the commenters above, I really enjoy the idea of having a mathematical word wall. This is something that I have or seen before in the older grades. However, if you think about it; many younger level classrooms do have very small word walls that are math based and get used very often. In the classrooms I work in we talk about shapes and patterns and there are posters that support the lessons and concepts. Many times while the children are playing we hear them use the terms or we try to bring them into the the conversation. This is the best way for young minds to learn. The sooner we introduce and continue to use mathematical based language the better the children will do in higher level mathematics.
In my classroom I always try to have posters or some kind of visual area with math terminology on the wall. I think this helps expose students to the vocabulary even when they aren't doing math. A language-rich classroom helps familiarize the terminology to students and leads to a better understanding of the subjects being discussed. It is also important to be consistent when using the terms so students are constantly hearing it. Having students repeat steps can also help them maintain the knowledge. If you are creative, you can make a language-based classroom that is accessible to all learners. For example, you could have students match a math symbol to its term using foam pieces. This will be helpful especially with sensory and motor learners.
It is coincidental that I just had a meeting with 5th grade teachers in my school. A student learning goal this year is to help students respond to open response questions in more depth. Part of the action plan is to work on the development of math vocabulary. This would be a great chapter to share with teachers to get the juices flowing!!
As a preschool teacher, I use a lot more visuals with my students than teachers in the older grades simply because my students need pictures which represent the numeral rather than the number itself. Since I was not brought up to draw visual representations of my work, I found some of these questions difficult.
ReplyDeleteI believe that it is very important to create a language-rich classroom routine. The more students recognize words that have the same meaning, the more likely they are to recognize a variety of different problems. For example, in one of the third grade classes I was complimented by the math specialist in the school because the students would use the word "plus" or the phrase "I plused" when talking about addition. It was an acceptable answer but I also asked them another way they could explain their answer that would be more common such as added or combined or increased because those questions are likely to come up in the future too. Every person uses different language and ways of communicating, especially in math. I think that the more math language students have built, and even language in general, the better suited they are to answer more complex and higher order thinking question. Having a language-rich classroom is important in all core subjects.
ReplyDeleteI agree that using clear and consistent language with students is very useful. Constantly exposing them to the vocabulary in a unit helps them to maintain the meaning and use it to show understanding. Having words all over the classroom, and using the language in instruction helps to give those words meaning.
DeleteI agree with Leinwand that it is very important to continuously use mathematical terms in context and link them to phrases that are familiar to students. For many students, math is like a foreign language and, as Leinwand writes, should be encountered orally and in writing. I can't remember having ever seen a word wall with math phrases on it in the classrooms in which I substitute but I will begin looking from now on. Knowing now how important it is I will be sure to combine both math terms with the other words on the wall when I am in a classroom. The ability to make complex math terms seem more commonplace should be a goal for all teachers. Although the terms become more complex as students get older you can't begin too early to teach vocabulary words. The example of Moms in the grocery store talking to their babies was a perfect example of this. The earlier students hear math words and phrases and are able to connect them to familiar concepts they understand, the less fear of math they will potentially have.
ReplyDeleteLyanne, I like how you mentioned Leinwand's idea of a math word wall. When I came across this part of the chapter I thought it was a great idea. It's something I have not seen done in a classroom before, but I think it will definitely be something I incorporate when I have my own someday.
DeleteLyanne, and Holly,
DeleteThis was something that interested me as well. I have not seen something like this in a classroom yet either, even strictly math centered rooms. The sooner children are exposed to these terms and understand the meaning the better because they will be more likely to have a deepened understanding of what future teachers are discussing and hopefully it will take some of the stress out of school for them.
What a fantastic idea...a Math word wall-love it. I think this would encourage more students to use math terminology in their daily math discussions-especially if they had a sketch to go with the word to help students remember what or when the word is used for.
DeleteI agree that the math word wall is a great tool. A lot of times teachers forget how important it is for students to constantly have that language visible to them. A word wall could also be a good resource to have students refer to during a lesson.
DeleteIn Leinwand's fourth shift he discusses the incorporation of mathematical language into classrooms. This was a topic I have little background and experience with. After reading the chapter, I thought it was such a great idea that Leinwand mentioned bringing a math word wall into the classroom. I feel as though teachers often forget what it's like to have numerous math terms thrown at you and being expected to automatically remember and understand what every word means. Most of the words we use in math are not only lengthy but hard to pronounce. I know almost every elementary student struggles with math terms. I also liked how Leinwand mentioned that not only the teacher has to explain the terms being used in math, but also the students. I think it might also be helpful as a class to make definitions together instead of just copying from the glossary of a textbook. That way, the students have ownership of their definitions and a better understanding of the meaning behind them. Leinwand brings up a good point that we need to make our classrooms more language-rich.
ReplyDeleteHolly,
DeleteI really like your idea of allowing the students and the teachers to make the definitions for the words together. Depending on the grade it may be a difficult task but it would really allow the teacher to see where they students are when it comes to knowing terms, as well as help them to familiarize with the words.
Holly,
DeleteI think your idea of coming up with class definitions of words is great. Just regurgitating a glossary definition doesn't help a child remember or even understand it. Creating ownership is vital. If children wrote their own definitions it would also help the teacher see if he/she is grasping the concept.
I would have to say that, like the commenters above, I really enjoy the idea of having a mathematical word wall. This is something that I have or seen before in the older grades. However, if you think about it; many younger level classrooms do have very small word walls that are math based and get used very often. In the classrooms I work in we talk about shapes and patterns and there are posters that support the lessons and concepts. Many times while the children are playing we hear them use the terms or we try to bring them into the the conversation. This is the best way for young minds to learn. The sooner we introduce and continue to use mathematical based language the better the children will do in higher level mathematics.
ReplyDeleteIn my classroom I always try to have posters or some kind of visual area with math terminology on the wall. I think this helps expose students to the vocabulary even when they aren't doing math. A language-rich classroom helps familiarize the terminology to students and leads to a better understanding of the subjects being discussed. It is also important to be consistent when using the terms so students are constantly hearing it. Having students repeat steps can also help them maintain the knowledge. If you are creative, you can make a language-based classroom that is accessible to all learners. For example, you could have students match a math symbol to its term using foam pieces. This will be helpful especially with sensory and motor learners.
ReplyDeleteIt is coincidental that I just had a meeting with 5th grade teachers in my school. A student learning goal this year is to help students respond to open response questions in more depth. Part of the action plan is to work on the development of math vocabulary. This would be a great chapter to share with teachers to get the juices flowing!!
ReplyDelete