数学知识之墙: Letting Students Take Responsibility of 的ir 数学学习

Every year it is documented that the gap in math learning is widening (National Center for Education Statistics, 2021). Students and teachers 太 often state they do not like math or that they are bad at it. 在家长会期间, parents put the blame on themselves passing on the “bad math gene” to their children by saying, “我数学不好, 所以我明白为什么我的孩子不擅长了, 太.“有时, students just don’t understand what they are learning and how it builds off itself and this causes an issue with teachers needing students to put in effort to learn the material.

然而, math is not a genetic attribute passed on from generation to generation. Science has not found a “math gene” that makes students struggle with math. How then can teachers teach this material to students while helping them be a part of their own learning? For starters, students need to understand what they are learning and make sense of it. 

Students as Partners in 的ir 数学学习

通过我的论文研究, I found that to ensure students are involved in their own learning as collaborative partners with their teachers, they must be able to understand what they are learning, 他们为什么要学习, and how it fits into the grand scheme of things. 我创建了 数学知识之墙 as a visual to help students see how math works and what their jobs are for the school year. 的re are other similar visuals that describe the mathematics data in collegian terms, 然而，这对学生来说很难, 甚至有些家长, 去理解它的含义. 

这 数学知识之墙 allows students to understand the foundational needs of math and how the lessons fit into the entirety of their math learning. 我对他们的解释是这样的, 在建造砖墙时, each brick is crucial to the overall learning of math. When a brick is missing, the foundation of the wall is unstable. 的 more bricks that are missing, the less stable the wall is. By starting from the foundational level of math learning, students can take responsibility of their own learning by ensuring they have mastered each area, 或砖, 在继续之前.

苦苦挣扎的学生 

Students struggling to fill a brick would be able to be identified rapidly using this visual and provided necessary support to do so. In consideration of students with learning disabilities, this could also be a great 太l to help special education teachers with Individualized Educational Plans (IEPs) to support student math growth. Special Education Teachers could use this graphic to plan IEP math goals to fill in the missing bricks and help their students bridge the math gap. Some students will struggle with foundational math which could cause them to fall behind their same aged peers. 然而, accommodations such as calculators and/or multiplication tables could fill in the area the student is struggling with, 或者丢失的砖头, to allow the student to move on to multi-step equations or more complex math problems. 还记得, just because a student is struggling with multi-digit multiplication or long division does not mean they are unable to perform higher level math problems like linear equations and functions. 的 数学知识之墙 is a fun and inclusive way for all to work together to bridge the math gap.

Teaching students to take part and visualize their wall of math knowledge is part of the involvement of students in their own learning. 在新学年的开始, every student can receive a white sheet of paper with the wall printed on it. 的 students can be assessed by the teachers to see what math skills they have mastered and as they master the skill, 他们给砖上色. 这 now delineates the next skill students need to work on while allowing the teachers to create small groups, 根据需要, or focus on specific skills most students may need help with. 这 is also a great way for teachers to see what 太ls or accommodations struggling students may need to support them in filling in a brick. Students can write these accommodations in this brick so they know they can use these 太ls to solve math problems. 这 format worked well with my students but there are many ways this visual can create a partnership in learning and bridging the math gap for all.

参考文献

National Center for Education Statistics. (2021年2月10日). 生均 blog | New international data show large and widening gaps between high- and Low-Performing U.S. 4th- and 8th-Graders in mathematics and science. 生均.

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露丝Reynoso is a high school Autism math and science teacher in Las Vegas, NV and recently successfully defended her dissertation as a student in 肯考迪娅的艾德. D. 领导力项目.