Kindergarten, Math, Push In Posters

Push In Posters for Early Mathematics

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As students are playing and exploring mathematics there are times when teachers can step back, watch, and document the learning.  These moments allow teachers to assess the students understanding of the concepts and formulate ideas for future instruction.  At other times students may require teachers to “push in” to the conversations and explorations to support students in making connections, taking next steps, and engaging in mathematical conversations.  Pushing in may look like a teacher pulling up a chair and joining the group or placing a support in front of students to direct the conversations and the learning.   One tool for this support can be Push in Posters.  These posters can put beside students to help them assess vocabulary, or make a connection. What I like about using them is that the support right beside the learners and not across the room like a Math Wall may be.  To support your young mathematicians I have created Push In Posters for Number Recognition, Patterns, and Shapes in both English and French.  I hope that you find them helpful.

Number Push In Posters- English   French

Patterns and Shape Push in Posters- English   French

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Computational Fluency, Math, problem solving

What Stories Live in These Equations?

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Learning is embedded in memory, history and story.

British Columbia First Peoples Principles of Learning

The human brain is wired to remember stories.  In many cultures, the power of storytelling has been harnessed to teach important lessons, pass down traditions, and make sense of the world.   Storifying content can help culturally diverse learners (and all learners) build contexts for learning, identify similarities and differences, find relationships, notice how concepts fit together, and recognize a different point of view.  This is the brain’s way of weaving it all together and making learning stick.

At our November K-5 Mathematics Leadership Community we began our time together with a provocation at each table that invited teachers to them to choose an equation from a pile of possibilities and create a story to go with it.  I had seen this idea in a tweet from Janice Novakowski and was inspired to recreate it for our learners. The equations ranged from grade 1 to grade 6 content, and had the unknown part of the equation in different places within the equations.  This storifying provocation provoked learners to:

  • develop their own contexts for equation of their choosing
  • share stories with others
  • engage in conversations about creating problems and problem types
  • connect math to familiar contexts 

This provocation also allowed us, as teachers to dig into Cognitively Guided Instruction (CGI).  CGI is a research based approach to teaching mathematics that builds on children’s natural problem solving strategies within different contexts.  CGI allows teachers to identify problem types which students are comfortable working with and ones they may not be using or working with…yet.  Through identification teachers can support student learning of all problem types and applications.

Resources to support your provocations:

What stories live in these equations?- Provocation

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Story Recording Template

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Cognitively Guided Instruction- Teacher Information

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