Entering this course as a math anxious adult who had an LOP in Mathematics 8 was an EXPERIENCE. It opened my eyes to how common the intimidation of math concepts is, and how much we as teachers can do to curb that reaction. We are ALL mathematicians, and not knowing does not equal (pun intended) failure.

  1. Seeing the different ways we can present topics to learners, and give them options to process through math problems in the best way for them was amazing. With many different learners in our classrooms playing with tactile, and visual ways to work through numeracy lessons is something I’ll make sure to refer back to in my career. You’ll definitely catch me spending a chunk of change, when I’m given the budget, on tactile math tools like the rods, or other math tools.
  2. High Yield Routines! Being able to incorporate numeracy outside of the math lessons is something so simple, and yet so beneficial. Creating a positive classroom environment while encouraging students to think flexibly about numbers shouldn’t be overlooked. Using many online or text resources makes it an easy addition (again, pun intended) to the routine in class. You could look up esti-mysteries, what one doesn’t belong squares, or how many questions and put them on the board with little to no effort, and have a meaningful numeracy discussion with the whole class. The access point is so low, especially when being strategic in calling on lower or shy learners first then getting to those who are more advanced in their math journeys.
  3. Honestly the biggest thing I took away was making sure all learners can see themselves as mathematician. I plan on incorporating “mathematician hats” into my fine arts at the start of the year to build that idea up, and really focus on the building of skills with a growth mindset. You can’t do it YET, not knowing isn’t failure.