Spurlock Master’s Portfolio

Math

Math is a part of everything from the natural world to how humans exist in the world.

Acknowledging and making connections to real-life can propel teachers and students into

learning about the universal language of math. It is my job as the teacher to help students

"see" math to make connections, then "think" math with those connections, and then with the

"seeing" and "thinking", students can "create".

Van De Walle (2013) identifies five components of mathematical proficiency: strategic

competence; adaptive reasoning; conceptual understanding; procedural fluency and productive

disposition. These components are reflected in the Common Core standards that require

teachers to educate beyond computational skills and procedures, teach for a deep

understanding of the number system, and apply problem-solving skills within each component

as well as real-world applications. I believe that to teach for proficiency in all five components

we need to begin with a positive math mindset along with a fun learning atmosphere and real-

life connections to why we are learning math and how to apply the concepts.

My philosophy of teaching math incorporates teaching foundations with fun and

authenticity; we do math with our bodies, enjoyable activities, real-life applications, and

connecting even the simplest of strategies to a greater purpose or real-world functions. This

lesson, https://drive.google.com/file/d/1ZkHCRRNWo5DWOj4L0H__Zzc5WlNgEmuC/view?

usp=sharing, is an example of incorporating an element of fun, authentic practice, and student

discussion and explanations when learning beginning geometry. Students are guided to used

Cheez-it’s to make varying areas in grids eventually working toward independently creating

their own shape represented in a numerical expression, L x W = Area. In class, I focus on

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building onto students’ prior knowledge, making content relevant to real life, and incorporating

student identities. Students have a sense of belonging and pride in our classroom when we

make math relevant to their lives by incorporating family history and local culture (Van De

Walle, 2013). For example, students use family activities to write story problems to share with

the class and during our money unit students are asked to go to the store with someone in their

family to record and add local food prices. Involvement is a huge key to enjoying math – the

more engaged the students are, the more effective their learning is (Alonzi & Condon, 2014). In

class, we build math confidence and skills by having fun.

All students can succeed in math. To do so, they need to believe that "the more you

learn the smarter you get" (Johnston, 2012, p. 19) and understand that proficiency in math

takes time and hard work and that their efforts are valued. In the classroom, we build

resilience to math anxiety by projecting a positive attitude towards math and nurturing a

growth mindset. If the students believe they are capable, they can achieve a lot more

(Jameson, 2014).

In addition to developing a growth mindset, we must create an environment that

supports students' diverse ways of thinking mathematically and solving problems (Van De

Walle, 2013). Discussion, or sometimes called math talk, is an important part of learning

mathematics. Students are encouraged to share their thinking and listen respectfully to others'

thinking. Students share the different ways they solve a problem or they lead a discussion

defining concepts, key terms, and deepen other students' understanding (Hintz & Kazemi,

2014). Mistakes are embraced as learning opportunities and used as a way to gain a deeper

understanding of mathematical concepts (Van De Walle, 2013).

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There are many debates into what instructional modes are best used for teaching math;

most often the two views which come to clash with one another are the conceptual learning

and rote memorization methods (Ansari, 2016). Research shows that neither one is more

successful than the other, but it is a combination of the two that may be best for students'

learning. These two methods are closely correlated (Ansari, 2016). There is no need for

separation in teaching math when the two methods can work together.

Our class incorporates small group instruction with independent hands-on learning. We

typically use a math workshop model by starting with a mini-lesson on a concept, followed by

small group rotations through independent work, teacher-led small group work, manipulative,

technology, and game stations. Teaching mini-lessons break concepts into small pieces that do

not overstrain working memory (Rosenshine, 2012) and provides scaffolding. Working with

small groups allows instruction to be targeted to student needs while other students are

working independently, in groups, or at stations that allow them to explore the concepts in

multiple ways at their own pace. This targeted instruction gives the teacher " an awesome time

to work closely with students, catch their mistakes before they become habit, and really

customize teaching to fit their individual needs” (Rivera, 2015). Also, small group work gives a

powerful platform for informal assessment and individualized instructional support of content

and strategies that are specific and made solid for each student.

Studies have also shown that the use of math groups promotes active learning and that

when properly set up, students as young as second grade “cooperated to learn and apply

mathematical content” (Good, Reyes, Grouws & Mulryan, 1989). The use of manipulatives and

technology in rotations provides multiple means of engagement and options for students who
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are struggling with the concepts to explore and build their understanding in alternate ways.

As the teacher, I foster growth and curiosity through active math engagement. Students

need to be confident in the foundations of math. To embrace teaching diverse learners, I am

attentive to the following principles: learning with understanding is based on connecting and

organizing knowledge around big conceptual ideas, (the foundations of math), learning modes

can be used in tandem with each other (conceptual & route), learning builds on what students

already know, and instruction in school should take advantage of students’ informal knowledge

of mathematics. Class activities include a blend of mini-lessons, small group work, authentic

explorations, the use of hands-on manipulatives, and challenging games for varied learners.

Math is also applied in multiple content areas like science, our outside environment,

engineering, technology, literacy, and art. Students' learning level, interest, and cultural

background meet in hands-on learning to propel them into the rich exploration of real-world

math, the language of investigation, and explaining why things are the way they are.

References
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Alonzi, P., & Condon, D. (2014). Economics without numbers: Teaching strategies for math- lite

students. Journal of Higher Education Theory & Practice, 14(4), 84-89. http://www.na-

businesspress.com/Subscriptions/JHETP/JHETP_14_4__Master.pdf

Ansari, D. (2016). No more math wars. Education Digest, 81(7), 4-9.

https://www.edcan.ca/articles/no-more-math-wars/

Geist, E. (2015). Math anxiety and the "math gap": How attitudes toward mathematics

disadvantage students as early as preschool. Education, 135(3), 328-336.

https://www.researchgate.net/publication/332979326_ANXIETY_TOWARDS_MATHEMA

TICS_AND_MATHEMATICS_PERFORMANCE_OF_GRADE_7_LEARNERS

Good, T., Reyes, B., Grouws, D. & Mulryan, C. (1989). Using workgroups in mathematics

instruction. Educational Leadership, 47(4), 56-62.

http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198912_good.pdf

Hintz, A., & Kazemi, E. (2014). Talking about math. Educational Leadership, 72(3), 36-40.

https://www.researchgate.net/publication/288820727_Talking_About_Math

Johnston, P. (2012). Opening minds: Using language to change lives. Portland, ME:

Stenhouse Publishers.

Rivera, K. (2015, September). 5 Tips for successful math centers. Upper Elementary Snapshots.

http://www.upperelementarysnapshots.com/2015/08/5-tips-for-successful-math-

centers.html?m=1#.VeORnSKCOnN

Rosenshine, Barak (2012). Principles of instruction every teacher should know. American

Educator 1, 12. https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

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Van De Walle, J., Karp, K., & Bay-Williams, J. (2013). Elementary and middle school

mathematics: Teaching developmentally. Upper Saddle River, NJ: Pearson Education,

Inc.