Math Framing Statement 1

Math Framing Statement

By Kelley Polasky

Masters Portfolio ED698

Dr. Elizabeth Hartley, PhD

October 21, 2022

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Math

G 4 & 5: Mathematics: Candidates demonstrate and apply understandings of major mathematics

concepts, algorithms, procedures, applications and mathematical practices in varied contexts, and

connections within and among mathematical domains.

Math Framing Statement

In our classroom, everyone is a mathematician. We integrate math concepts throughout

the day as we notice patterns and relationships around us and solve relevant math problems.

Students weave their reasoning and problem-solving math skills across curricula. Students share

strategies on how they solve problems, use music and movement to create patterns and

demonstrate number sense, use manipulatives to construct solutions, and collaborate with peers

to play math games. This textured, multimodal instructional approach cultivates deeper

understanding and appreciation for mathematics. “Your students need to think of themselves as

mathematicians in the same way as they think of themselves as readers. As students interact

with our increasingly mathematical and technological world, they need to construct, modify,

communicate or integrate new information in many forms. Solving novel problems and

approaching new situations with a mathematical perspective should come as naturally as using

reading to comprehend facts, insights or news” (Van de Walle et. al., 2013, p. 2).

Mathematicians in our classroom experience a textured math curriculum supported by

kinesthetic music and movement, hands-on manipulatives, and authentic application to relevant

problems in order to develop problem solving strategies and become flexible thinkers.

When teaching young primary students, it’s important to incorporate the whole body in

our learning. We start every math class with a song and movement. We count number songs,

exercise, pretend, and dance all while learning our math concepts. Within every math lesson, we
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use movement to enrich the learning experience. For example, when I teach students the number

line, I create big number lines on butcher paper that they can jump up and down to add and

subtract. When we practice telling time, we pretend our arms are the hands on a clock. When I

teach comparing numbers, we make our bodies big when identifying numbers that are greater-

than, and make our bodies small when identifying numbers that are less-than. During the

pandemic, we had to create virtual lessons. Here is a video about comparing numbers using

whole body movement. “Hooks containing an element of movement can be extremely effective.

The brain and body work best when receiving the flow of oxygen and blood; that doesn’t happen

when students spend their days sitting at a desk” (Burgess, 2018, p. 87). Using music and

motion provides a textured and multisensory approach to math which deepens mathematical

concepts for young mathematicians.

In kindergarten and first grade math, we are always using manipulatives. We use

pictures, toys, cheerios, beans, noodles, buttons, and cut paper to make patterns and identify

relationships among numbers. We use many hands-on manipulatives in order to assist the

concrete thinkers, and to make our thinking visible. Here is a video I made for my students

demonstrating some of the manipulatives they can use to deepen their math during the pandemic.

We look for the relationship between numbers, and always think of more than one way to solve a

problem. “One of the defining characteristics of mathematics is awareness of recurring ideas and

relationships between and among mathematical ideas. The knowledge learned in one area of

mathematics links to other areas – for example, the number facts do not have to be learned as

discrete facts; rather, the student who can see that when you add 3 and 5 there is a total of 8 can

also recognize that if you have 8 items and 3 are lost, then there will be 5 remaining” (Jorgensen

et al., 2020, p. 9). Students are encouraged to be flexible in their thinking and understand there
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are a variety of strategies which can be employed to solve mathematical problems. Using

manipulatives makes thinking visible, and help mathematicians notice patterns and number

relationships.

Another important aspect of my math instruction is making our math practice relevant. If

we are immersed in a unit on bats, and our math topic is addition, the students will use small bat

erasers, and black paper cups to create math stories about bats in caves. They will then transfer

the stories they create into math sentences to share. Here is another pandemic video about

finding math in nature. In order to make their learning accessible and relevant, I suggest ways to

notice math all around us in nature, and utilize the available resources in order to create patterns

and explore mathematical concepts. “If a curriculum is all “drill and s(kill)”, it likely still makes

sense to differentiate that curriculum, but consider how much more potent the curriculum, the

instruction, and the learning could be if students learned those skills in pursuit of solutions to

authentic dilemmas or problems” (Tomlinson, 2016, p. 78). Once they have solved a problem, it

is important that they share how they solved it. Even as kindergarteners, I expect students to

articulate how they solved a problem, and be able to listen to their peers explain their thinking.

“Understanding other people’s strategies can develop our own understanding. And, teachers are

always in a position where they must try to figure out how their students are thinking about a

problem” (Van de Walle et. al., 2013, p. 6). When students share a solution strategy, we make

strategy anchor posters to make that thinking visible. “It lets students know that thinking

matters. When children are immersed in classroom cultures where thinking is well documented,

it reminds students of the results of past endeavors and invites and encourages new ones”

(Miller, 2015, p. 61).

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When students learn using a variety of their senses, it cultivates a deeper understanding

of the concepts being taught. By using a textured, multisensory approach to math, students are

able to make their thinking visible, and put their learning into action. Mathematicians in our

classroom experience a textured math curriculum supported by kinesthetic music and movement,

hands-on manipulatives, and authentic application to relevant problems in order to develop

problem solving strategies and become flexible thinkers.

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Resources

Burgess, D. (2018). Teach like a pirate: Increase student engagement, boost your creativity, and

transform your life as an educator. Dave Burgess Consulting, Inc.

Jorgensen, R., Dole, S., & Larkin, K. (2020). Teaching mathematics in primary schools:

Principles for effective practice. Taylor & Francis Group.

Miller, D. (2015). Teaching with intention: Defining beliefs, aligning practice, taking action, k-5.

Hawker Brownlow Education.

Tomlinson, C. A. (2016). The differentiated classroom responding to the needs of all learners.

Pearson.

Van de Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2013). Elementary and middle school

mathematics teaching developmentally. Pearson.