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Improving Student
Understanding
Increasing student abilities in using Geometry and Spatial Sense
Language
Overall Goal
• The use of math language in the geometry and spatial sense strand
needs to be improved.
• This will be developed throughout the primary division to improve
scores in the grade 3 EQAO test
EQAO Results: A Cause for Concern
• the percentage of students performing at or above the provincial standard in
mathematics has decreased by three percentage points, from 70% to 67%
(EQAO Provincial Elementary School Report, 2013)
• the geometry and spatial sense was the least well performed strand in the
2013 EQAO test (EQAO Provincial Elementary School Report, 2013)
Even More Concerning:
• 19% of students met the math standard in grade 3 testing in 2010, and then
failed to meet standards in grade 6 testing in 2013
• This means that approximately 1/5 students (about 6 in every class) is
regressing mathematically, while only 5% of students who did not meet the
standard in grade 3 met the standard in grade 6
Solution: Begin Early
• 52% of students met the standard in both grade 3 and grade 6, which means
with early intervention, more students may be able to maintain a level of
success
• Increasing conceptual understanding of geometry concepts in early grades
through play can form a lasting understanding of knowledge needed for
EQAO
EQAO’s Suggestions
• “Engage students to communicate their understanding of lines of symmetry
by creating a responsive mathematics learning environment.”
• “Encourage students to describe their thinking using appropriate
mathematical language”
What we can do:
• As primary division teachers, we can work together to build a community of
math learners from kindergarten to grade 3
• By improving math language and creating a responsive math
environment in primary grades, students can have more success on EQAO
tests and in geometry
Developing Math Language
• Use a three-step approach to improve student math language
1) Play with math language, creating the responsive environment
2) Model confidence and competence of math and create a community of
learners creating comfort in the environment
3) Create a division-wide initiative to improve math language learning
extending the math learning environment
Play With Math Language
• Make jokes with math! Show students that math
can be fun
• Incorporate math language at all centres
• Make “cheat sheets” for yourself to keep around
the class if you do not remember math words.
This provides a good example of using resources
to students
Case Study: Theresa’s Kindergarten Class
• Theresa is the ECE in a kindergarten class that had great success in teaching her class geometry language with the FD-ELK team
• They did this using games, tactile experiences and repeating the language to students.
• At each center where the use of math language was targeted, educators left a “cheat sheet” out to remind themselves of the appropriate language
• When Theresa was not sure what the appropriate math language was, she consulted with a junior-intermediate math teacher
Perfection Centre
• At the math table, the game Perfection was
set out, and educators provided students
with the correct names for shapes, such as
“pentagon”, “parallelogram”, “decagon”,
“dodecagon”, “trapezoid”
• Students began to use the correct terms
and match them to the shapes
Block Centre
• Theresa made large 3-d figures out of cardboard for students to play with
• When students were engaged in playing with the blocks, educators gave
students the language to describe the blocks, such as “Oh, you want to use
the pyramid block for the roof?” “Ask him to pass you the rectangular
prism” “That’s the cube block”
• Within several weeks, students knew the names of all the 3-d figures, and
could describe the shapes of the faces, structure and other features
Book Centre
• Students were engaged in
literature that involved math
• Jon Scieszka’s Math Curse
video is featured
• While students may not
understand all the terms in
the book, they see math as
fun and enjoyable
Model Confidence and Competence with Math
• Never claim to not be good at math in front of your students- they will compare themselves to you!
• Highlight the fun and exciting applications of what you are learning
• Have strategies in place if you are uncomfortable with math: Theresa’s class had “cheat sheets” for the educators to refer to, she had colleagues she knew that she could ask math questions too
• If you don’t know the answer, find it with students, or show them how to find math answers with problem solving strategies or use an online resource
Create a Division-Wide Initiative
• As the primary division, could we:
• Create a math “word wall” in the primary hall way for all students?
• Have students create a math dictionary book that will travel with them throughout the primary grades
• Share resources, strategies and lesson plans to better enhance student understanding?
• Add a math “word wall” to the school webpage with definitions for parents to look at?
Lesson Planning
• The following slide shows a geometry and spatial sense question from the 2013
grade 3 EQAO math test and is the “model question” of our lesson plan
• This question relates to concrete materials, incorporates a picture, and expects
students to express a symbolic answer.
• This lesson plan provides a framework of how to address questions, that can be
varied for each primary grade level and class
• We need to teach students CONCRETLY→PICTORIALLY→SYMBOLICALY
Lesson Plan Template
Hook Body Consolidation
Introduce math language and
overall problem in a fun way
“Today, we’re going to look at
making different 2-d shapes with
pattern blocks. We’re making art
with pattern blocks”
Model math concept with
concrete materials, gradually
move to pictorial, then to
symbolic
“With your partners, have one
person make a design with
pattern blocks. Then the other
partner can try to cover it using
different blocks”
“You have had some time to try it
in pairs. Who can show us on the
SmartBoard?”
Review the key relationships
learnt, and demonstrate the
symbolic understanding
“Some pattern blocks cover each
other perfectly. It takes three
green triangles to cover one red
trapezoid. What other
relationships did you notice? Let’s
fill in this relationship chart and
hang it on our math word wall.
We can take a picture of the chart
to upload to our class webpage.”
Using Consistent Representations
• In the primary division, we will be implementing the blue “math table” and
yellow “manipulatives table” strategy shown in the following video
• If you teach math in a carpet circle, consider using a blue and yellow cloths
or trays that are portable and on the children’s level rather then raised tables
• The following video shows the use of the tables and moving from concrete
to symbolic representations in a British math class learning fractions
Planning and Implementation
• Classes are beginning their geometry and spatial sense units in the primary division:
at the end of the unit (1 month), we will meet again and discuss results
• Assessments: Goal is weekly assessment of use of math language. Each week, pick a
“marker question”, a question that requires a language-rich answer. Have students
submit their answers, and use the 4 level system to assess language use.
• While written answers are not the only way to assess student knowledge, it is the
only way used on EQAO. We want students to be comfortable showing their
knowledge in this way.
Levels
• Level I (incomplete) or B (blank): student does not provide answer, answer is not relevant to question
• Level 1: Answer does not include any appropriate math language
• Level 2: Answer includes some math language, but it is incorrect or irrelevant
• Level 3: Answer includes the math language that was taught, and it is applied correctly
• Level 4: Answer includes extensive math language that is clear and appropriately used
Goals
• When we meet again in one month:
1) Students will be able to demonstrate concretely, pictorially and symbolically
geometry and spatial sense concepts
2) Students will be better at expressing math ideas in writing with appropriate
language
3) Teachers will have worked to introduce math language and create a
responsive math environment
References
• EQAO: Student Assessments and Scoring Guides. (2013) Retrieved from
http://www.eqao.com/Educators/Elementary/036/BookletsandGuides.asp
x?Lang=E&gr=036&yr=11
• EQAO Provincial Elementary School Report. (2013) Retrieved from
http://www.eqao.com/ProvincialReport/Files/12/PDF/EQAO_Provincial
Report_Elementary2012.pdf
• Personal Interview with Theresa Davis, ECE. July 2014.