The second chapter of Guided Math: A Framework for Mathematics Instruction by Laney Sammons focuses on creating a classroom environment of numeracy. As educators, we are all familiar with the idea of creating an environment of literacy and, as a mathematics teacher, I have to be honest, I often covet the Language Arts classrooms in my building. I am jealous of their comfy reading chairs and shelves upon shelves of interesting books. Yes, I have cutesy decorations and learning quotes on the wall, but in my heart, I long for a comfy reading spot! Thankfully, this chapter of the book gave me plenty of ideas for creating en environment of numeracy in my classroom.
Is
this a trick question? In chapter two,
the author identifies the foundational principles of guided math:
-
All
students can learn mathematics.
-
A
numeracy-rich environment promotes mathematical learning.
-
Learning
is a social process.
-
Learning
mathematics is a constructive process.
-
Modeling,
think-alouds, and opportunities for problem solving create a learning
environment where mathematical understanding grows.
-
Students
are responsible for their learning.
I
can’t help but think the answer is ‘none of the above.’ I don’t think that any
one component is more important than the other.
When considering this question, I can’t help but think of the
Artistotle quote, “The whole is greater than the sum of its parts.” Each component is important to the overall
result and would not have the same impact individually.
If you asked me this question before I read chapter two, I would have answered with a resounding “YES!” However, once completing the reading, I may or may not feel like the most horrible math teacher to ever teach math. Luckily, this chapter gave me ample ideas for creating a classroom environment of numeracy that can easily be adapted to meet the needs of my classroom.
One
of the ideas that stuck out to me from chapter 2 was classroom
arrangement. The text discusses how
classroom arrangement should compliment the Guided Math approach by having
spaces for students to meet and should facilitate movement within the
classroom. I will openly admit that I
absolutely hate the arrangement in my classroom. Since I teach in a middle school, all of the
seats and desks are the traditional connecting chairs and desktops. They have an awkward slant, which makes it
almost impossible to complete any activities on them. In addition, they are very hard to arrange in
anything but rows. To top it off,
gaining access to a table in our building is comparable to finding the Loch
Ness monster. All of these factors have
left the arrangement in my room less than desirable and made classroom
arrangement at the top of my to-do list for the 2014-2015 school year.
There were many more ideas throughout the chapter that I would also like to implement the use of in my classroom such as: math journals, graphic organizers, and student-made posters. All in all, this chapter left me with a ton to think about as I make preparations for next school year. Now, it's your turn to take time and think about how you have created (or not created) a classroom of environment of numeracy in your own classroom. Feel free to comment with below. Also, don't forget to enter to win the giveaway to get some free, great product from my fellow bloggers!
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