Best Practices for Teaching Math Grades 1-3

Have you ever had parents tell you that they were "no good at math" and are not surprised that their children are struggling or are surprised that they are doing well?  Thinking that only certain people are innately destined to do well in math is a myth.  It is part of a 'fixed mindset" -- believing that your abilities and intelligence are set in stone and cannot change. But the truth is that math can be fun, exciting, and rewarding for everyone, as long as you have the right mindset and approach. A growth mindset is the opposite of a fixed mindset. It means believing that you can improve through hard work, dedication, and persistence. With a growth mindset, you can face math challenges with a positive attitude, learn from your mistakes, and develop a passion for learning that can benefit you in all areas of your life. This is similar to what the new  Ontario Math Curriculum 2020 Strand A expects from students: to use social-emotional learning skills " to help...

June was just around the corner and I was running out of ideas to keep my first graders busy and happy. Report cards were almost done and I needed something fun and educational to fill the last few days of school. Then it hit me: why not let them plan their own party? I know what you're thinking: that sounds like a recipe for disaster. How can 6 and 7-year-olds handle such a complex task? Well, with a little guidance from me, they could. And they did! It was a performance-based math task that challenged them to use their math skills in real-life situations. A performance-based math task is a problem that requires students to apply their mathematical knowledge and skills in a realistic and novel context. In this case, students had to use their math skills, such as collecting data, problem-solving, and counting money, to plan and create their own end-of-the-year party. It was an amazing experience that I want to share with you. Here's how we did it! The Big Plan Before we could h...

Growing up, I was pretty good at math except for problem-solving.  When I think about it, we were just sort of expected to be able to solve problems if we knew the math.  We weren't actually taught how to solve them.  Thank goodness that has changed! Problem-solving is an essential part of mathematics education, and it is a skill that can be developed and nurtured at an early age. In the Ontario math curriculum for the primary grades, problem-solving is a significant focus, with students expected to develop problem-solving strategies and apply them to a range of mathematical situations. Because I didn't think I was good at problem-solving, I made it a priority to learn how to teach it.  In fact, most of my math programming focused on solving problems.  And my students really became excellent problem solvers! This was my approach to teaching problem-solving: Emphasize problem-solving strategies:  Teach students a variety of problem-solving strategies, suc...

When I taught Grade 2 Data Management with the Ontario 2005 math curriculum, the biggest challenge was mastering the Venn Diagram.  For many students, that was difficult enough, often taking up to two weeks before they were confident in their skill level.  The surveys, tally tables, line plots, bar graphs, and pictographs were based on organizing and displaying data according to one attribute which were demanding enough. Now, as I read through the new Ontario Curriculum 2020 for Data Literacy and Probability, I am struck by the degree of difficulty that the Grade 2 student is expected to understand.  The Venn Diagram is only a small part of it.  How are we expected to teach it?   Students are expected to use  two-way tally tables, Venn Diagrams, and Carroll diagrams for collecting and organizing data. Line plots, bar graphs, and pictographs display two attributes instead of one. Students have to ask survey questions with two attributes such as 1) wha...

I love talking about math. But my very favourite part of math is geometry .   Why?  It's hands-on learning, incorporates lots of centers and games, and all students can participate equally.  It is engaging for children and fun to teach! I was fortunate enough to be chosen to attend a week-long seminar in learning how to teach geometry put on by the Ontario Ministry of Education.  After an intense five-day training session, I was exhausted but newly in love with geometry.  Let me share some of the strategies I learned. Hands-on Learning We all know the benefits of hands-on learning for children.  It is natural, involves problem-solving and developing a deeper understanding of concepts, and allows children to create connections to the real world.  And, of course, it is fun!  Kids love anything they can touch and feel and geometry is very hands-on. Children will develop their spatial sense and knowledge of 2-D shapes and 3-D objects by manipulat...

Many teachers use music in their primary classrooms.  Does it have a place in math?  This blog looks at how I used music to improve student learning in my classroom. One of the research papers I wrote while earning my Specialist in Primary Math was about the link between music and math.  With a background in music, I wondered if incorporating it into my lessons could improve math learning.  I found out that it did! Using Music Improves Mood Music has long been recognized as a powerful tool for enhancing learning and memory retention. Research has shown that when we listen to music, our brains release dopamine, a chemical that is associated with pleasure and reward.  When children are happy, they are more likely to be engaged and learn new information.  As Henry Wadsworth Longfellow said, music is the universal language!          Enhances Memory                         ...