The Chignecto-Central Regional Centre for Education Intensive Mathematics Support Initiative provides additional Mathematics instruction to students in grades 1 to 3 who struggle with Mathematics and need a “boost” to help meet the levels expected for their grade. The initiative focuses on number concepts, operations, patterns and relations.
- Mathematics teachers continually seek improvement. These efforts include learning about pedagogy, on-going professional development, collaboration with colleagues and self-reflection.
- Mathematics teachers raise questions that encourage students to explore several solutions and challenge deeper thinking about real problems.
- Mathematics teachers keep the focus on thinking and reasoning, as opposed to the right answer.
- Mathematics teachers seek, and help students seek, connections to previous and developing knowledge, and mathematical history and culture.
- Mathematics teachers use five representations to develop mathematical concepts: contextually, concretely, verbally (oral and written), pictorially (pictures and diagrams), symbolically.
- Mathematics teachers use manipulatives and technology when it is appropriate.
- Mathematics teachers work with other teachers to make connections between disciplines to show how mathematics is a part of every other major subject.
- Mathematics teachers use assessment that reflects the way mathematics is being taught, stressing understanding and problem solving.
- Mathematics teachers balance students’ opportunities to develop independent thinking and collaborative learning skills. Mathematics teachers continually monitor student progress and revise their instructional plans as needed.
- Mathematics teachers regularly select meaningful mathematical tasks that require students to reason mathematically and to communicate and justify their thinking in a variety of ways: oral, written, concrete.
- Mathematics teachers value the power of student discourse and give effective formative feedback.
- Mathematics teachers have high expectations for all. They believe that all students are capable learners while understanding that not all students learn at the same pace.
- Mathematics teachers are an integral part of the learning community in the classroom.
- Mathematics teachers provide (actionable) feedback that is corrective in nature, timely, and specific to criterion.
Adapted from NS Curriculum Documents, Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, 2000