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Number Paths: The Why Pt. 2

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As we explored in the previous post on number paths, which can be found at this link, these remarkable tools have proven invaluable for TK-1 students. However, it is important to note that number paths begin with the number 1 and do not include zero. Moreover, they exclusively display whole numbers. Drawing upon insights from The Math Collaborative, these intriguing pathways enable students to gain a deeper understanding of number relationships and their spatial positioning in relation to one another. It’s a remarkable journey into the world of numbers!

Children need to explore how numbers relate to one another in order to build a robust and flexible number sense.

The Math Collaborative

Number paths versus number lines: Why is one preferred over the other? This is a common question that often arises when teaching mathematics to young students. The reason behind using number paths instead of number lines lies in the fact that number lines are primarily measurement-based, which is a concept introduced formally in 2nd grade. However, number lines go beyond mere counting of tick marks. They help students understand that there are numbers between these marks and that the distance between them remains constant. In essence, number lines play a vital role in strengthening students’ grasp of number sense and are incredibly useful for developing a strong mathematical foundation and that foundation begins with number paths.

Join me next time when we talk about strategies and share resources.

Mastering Elementary Math: The Power of MathReps and Math Eduprotocols Pt. 1

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According to (California) Mathematics Framework Chapter 3: Number Sense (2023), “To develop fluency, students need to have opportunities to explicitly connect their conceptual understanding with facts and procedures (including standard algorithms) in ways that make sense to them.” So what does all this mean?

To develop fluency, students need to have opportunities to explicitly connect their conceptual understanding with facts and procedures (including standard algorithms) in ways that make sense to them.

(California) Mathematics Framework Chapter 3: Number Sense (2023)

Building upon basic math concepts in early elementary is crucial for laying a strong foundation for future math concepts and overall academic success. By introducing and reinforcing fundamental mathematical skills, students develop essential problem-solving abilities, logical reasoning, critical thinking, and analytical skills.

When children acquire a strong understanding of basic math concepts, they are better equipped to tackle more complex mathematical ideas in later grades. By gradually introducing new concepts and building upon prior knowledge, students can gradually develop their mathematical proficiency. This progressive learning approach optimizes their chances of grasping and mastering higher-level math topics.

Moreover, the repeated practice of these basic math concepts is essential for long-term retention and automaticity. MathReps and Math EduProtocols provide valuable support in this process. Through systematic and repeated practice, students reinforce their understanding of basic math skills and improve their fluency.

Furthermore, the early development of strong math skills has a significant impact beyond the classroom. The critical thinking and problem-solving abilities fostered through the study of math are transferrable skills that have real-world applications. Proficiency in math opens doors to careers in various fields such as science, technology, engineering, finance, and even art, where mathematical reasoning plays a vital role.

In conclusion, building upon basic math concepts in early elementary is crucial for a child’s future academic success. By laying a strong foundation, students develop essential skills and pave the way for a deeper understanding of more complex mathematical concepts. MathReps and Math EduProtocols contribute to this process by providing systematic, repeated practice to reinforce these fundamental skills and promote mathematical fluency.

This captivating series explores the immense power of MathReps and Math EduProtocols, revealing their transformative impact on student success. Embark on a journey filled with insights, practical benefits, and step-by-step implementation strategies. Delve into inspiring examples and hear firsthand testimonials that will leave you motivated and ready to empower your students for a future of achievement. Don’t miss out, follow along and unlock your students’ true potential.

Summer Presentations

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This summer, I will be presenting at two academies for EduProtocols. My sessions will have a math emphasis; shocking, I know. So this past week when I was asked to come up with titles and descriptions, I struggled. I wasn’t feeling it. Luckily, a friend called before I could toil for too long. I relayed to her my lack of motivation at the time, and she came up with some catchy titles.

  • 🍸The Mixology of MathReps – MathReps
  • Wheel Of Word Problems – Word Problems with Random Emoji
  • Playing with Parts – 8 p*ARTS meets word problems
  • 🌶️🌶️ Spicey Solutions to a Bland Curriculum – Nacho Problem
  • 👩🏽‍🍳Chef’s Kiss – Sous Chef
  • Frayas for Ya Playas – Frayer and, honestly, my favorite title
  • 🦹🏻‍♂️Math is a Villain: Comic Strip Math

Then it was time to get started on the descriptions. This is where I got inspired. I doubled down on the titles and all descriptions fit that theme. I mean, check out this description for Comic Strip Math:

In a world full of villains, the fine citizens of Mathemagicalville are up against the most evil, vile, sinister one around. Master of Dark is relentless in the pursuit of conquering the city. It is up to you, the superhero, to prove Master of Dark wrong and find the errors that were made. You create the comic, find errors, explain processes, and become the hero the city needs.

Yes, Mathemagicalville is a mouthful, but the names I wanted were all taken, and so I had to become creative. When I was creating this description, I felt that I had to be very careful with my wording. The character ‘Master of Dark’ was created by my 5th-grade class at the time, around 2019. The character was created to be gender-neutral. However, in today’s political climate, with hundreds of anti-trans laws being introduced throughout the country, I want to be sensitive to this. In 2019, the intent was to NOT represent one group as ‘evil’ or ‘bad’ but to keep the focus on math while empowering ALL the students in my classroom. The empowerment came from not having the gender stereotypes that boys are better at math than girls, and by taking the gender out of character seemed like a good solution at the time. However, as I began writing the description, I tried avoiding any pronouns. I don’t want to put a negative focus on any group.

I may be overthinking all this, and I may not be. However, in cases like this, I would rather err on the side of caution. So what do you think? Am I overthinking this? Does this character need to be revisited? Do I simply avoid using any pronouns as it’s not critical to the purpose of thinking critically about math? I would love to hear from everyone, especially those in marginalized communities.

Okay, that took a serious turn. NOW if you’d like to join me in Laguna Beach or Notre Dame this summer, here’s more information. I can’t guarantee that all seven sessions will be presented at both, but I can say that MathReps and Comic Strip Math will be presented at both – if I have a say.