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Coding in Kindergarten and its Impact on Mathematical and Literacy Development
The Coding in Kindergarten project highlights the importance of developmentally appropriate coding opportunities for our youngest learners in order to foster their spatial reasoning, estimation, numeracy, oral literacy and problem-solving skills.
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Bringing Douglas Clements’ Trajectories to Life 2A
The team brought children’s learning to life through the use of a learning trajectory for mathematics. While capturing this learning on video, teachers began to construct a deeper understanding of how children acquire their conceptual understanding.
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Bringing Douglas Clements’ Math Learning Trajectories to Life Part 2B
Level(s): Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6Resource(s) Available:We dug deeply into the Spatial Thinking chapter of Clements’ book, Learning and Teaching Early Math. We broke up the trajectory even further in order to make it even easier for teachers to use to help move their students through their math thinking.
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Facilitating all Students to Move Toward Self-Assessment and Self-Regulating in Math
Teachers and students co-created success criteria and a single-point rubric to work through problem-solving questions and self-assessing their own work. Students were able to determine their own next steps using either process or task feedback.
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Sharing and Refining Best Practices in Mathematics – Through a Special Education Lens
Area(s) of Focus: mathDivision(s): Intermediate, Special EducationLevel(s): Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8Resource(s) Available:Teacher’s from special education classes collaborated to refine and explore best practices for their students’ growth in mathematics. Focus was on using data for targeted intervention on specific math strategies/concepts.
