Professional Learning Goals

Through the project, we developed an understanding of Early Number Concepts and how they develop the foundational numeracy skills that allow students to develop number sense. We were able to develop an understanding of the continuum of learning starting in Early Number Concepts and through the grades to doing complex mathematics in Grade 8.

Activities and Resources

We spent a substantial amount of time doing diagnostic assessments of students’ Early Number Concepts using diagnostic assessment pieces from the Keith Bauman book, Numeracy Nets: Bridging the Gap Between Assessment and Instruction, K-2. Moreover, we spent two half-days working in professional learning teams, using resources such as:

• Conferring With Young Mathematicians at Work: Making Moments Matter by Catherine Twomey Fosnot
• Young Mathematicians at Work: Constructing Number Sense, Addition and Subtraction by Catherine Twomey Fosnot and Maarten Doll
• What to Look For: Understanding and Developing Student Thinking in Early Numeracy by Alex Lawson

Finally, Grade 1 teachers will get a half-day planning session, in collaboration with our region’s math consultant, to develop unit plans and activity centres specifically geared toward incorporating Early Number Concepts into activities and games.

Unexpected Challenges

We did not have any.

Enhancing Student Learning and Development

Teacher capacity to learn, understand and subsequently teach and develop Early Number Concepts plays an essential role in student development of Early Number Concepts. The research and academic literature in the field shows a very strong correlation between developing Early Number Concepts and student success in mathematics in subsequent years.

Sharing

In this initial step, the sharing was done through professional learning team (PLT) meetings and with a small sample group, focusing on Grade 1 students only. Next step, the goal is to conduct PLTs with Year 1 and 2 kindergarten teachers and begin the developing the foundation right from the beginning of a student’s academic career.

Project Evaluation

Our project was successful in two ways. First, it allowed us to gather invaluable data on Grade 1 students’ performance in Early Number Concepts.  This will play an essential role in our planning and instructions next year and subsequent ones. Second, it allowed our primary Grade 1 teachers to develop their knowledge and understanding of Early Number Concepts, how to teach them, and how to assess them. This has allowed us to develop teacher capacity in an area that we believe will have significant positive long-term consequences.