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Chronicle 6
LEAD661
7/3/2015
Findings:
Going through the year mindfully engaged in action research has been
nothing short of transformative to my practice. I have seen influences not only on
my teaching, but also in my views of myself as a leader and a learner. I have
find routines that aligned or supported the lessons. In turn, I became more
engaged in the planning process because I was involved in making the content
my own. By doing this throughout the year, Ive been able to see the gaps within
the curriculum that have actually been filled by using number sense routines. Ive
also become much more responsive in my planning and teaching. I get a lot of
formative assessment data from the routines so I can see exactly what my
students understand and need more help in. I found that when I see advanced
thinking or misunderstandings arise in a lesson, I can work on these in the form
of a routine as quickly as the following day.
Through implementing routines I also found that specific teaching skills
improved greatly. My questioning skills have been in development since I began
teaching, but this year they have truly flourished. Implementing routines gave me
a consistent way to hone my questioning skills. I got better and better at asking
questions that made students think more deeply about their understanding of
math concepts and that probed their thinking. Ive also improved a lot in using
visuals to represent student thinking. I clearly remember really wanting to do this
in the past but not being sure how to go about it. The routines called for me to
write down student thinking consistently, so it became second nature for me to
think more deeply about math, so I am sure that improving in this area has
helped my students as well.
Another major influence the routines have had on my practice has been
the classroom environment Ive been able to create around math learning. Ive
been able to build a class culture where students communicate, listen, reason,
conjecture, question, and think deeply about math concepts. Infused into this is
the idea that mistakes are a big part of learning in math. There have been many
times when students made mistakes during a routine and I was able to use that
as a learning opportunity. While these learning habits were a part of my entire
class culture and not exclusive to math or number sense routines, I recognize
that the time I spent during routines on creating this environment has given me
the space to consistently express my expectations to my students. In addition to
the class culture around mathematics, I also had a huge shift in how I approach
teaching math. I steadily transitioned this year from being a giver of knowledge
to a facilitator and from creating a teacher-centered learning environment to a
student-centered one. Instead of teaching students strategies to solve problems,
they taught and learned from one another. Instead of saying if an answer was
correct or incorrect, I asked students to think about how they got to their answer
and if their answer made sense. I put more thinking responsibility on my
students, while I remained a more neutral party. The structure of the routines
unitize, use numbers flexibly, develop strategies, find patterns, and connect to
the big ideas in math. Ive been able to use this knowledge to help students in my
class with weak number sense to develop their number sense, something I was
unable to do in the past. I was also able to create plans for these students quickly
and easily because of my direct and consistent experience with lots of different
tools during routines. I also improved in my ability to create and utilize preassessments. Since I knew what understanding looked like from my experiences
with the routines, I knew what to look for so I was able to understand the math
behind the questions I asked students. In addition to helping students with my
theoretically that all students can learn math and while I did believe it, I knew
there was a gap in my understanding as to how to help all students. One of my
biggest moments of clarity came through a student who struggled greatly in
math. He was that student that I wouldnt have known how to help in the past.
Through working with him, I realized that I need to meet students where they are
rather than where I think they should be. It was a huge realization for me that I
cant will him to be where I want him to be but I have to help him build his number
sense from the ground up. Without the routines, I dont think Id have had a point
of reference to know where to start with him. I wouldnt have known how to help
him. Working with this student helped me understand more about number sense
and how important it is to acknowledge where students are in their development
so I can help them move forward. This philosophy extended to other students as
well who were relying on more basic strategies to compute, like counting on their
fingers. I knew that they were consistently being exposed to more advanced and
efficient strategies and that they would begin using them when they were ready.
In essence, I began to understand constructivist learning for myself through
direct personal experience. I also removed rote practice of math facts from my
classroom including timed tests and flashcards as I noticed that speed and
memorization were poor indicators of math understanding.
Through implementing routines, my confidence in my math teaching has
grown, which helped me begin influencing others and allowed me to see myself
as a leader. With all the previous findings, it is clear that I now have a much
better understanding of number sense as well as how to plan and teach math for
The action research process and my findings are closely connected and
have helped me think about learning in general. I found that the direct experience
of consistently engaging in a meaningful action research question and
leader. I had to make sense of number sense routines for myself, and now that I
have, I own them completely.
I thought about this idea a lot when I planned for my number talks
workshop for teachers in February. I knew that I could lecture all day long and
there would be no meaning for teachers in what I was saying, so I created a
number sense experience for them so they could understand the benefits for
themselves. I guess my ultimate conclusion is that meaningful experiences
create deep understanding and lasting change.
Future Implications:
My action research this year has allowed me to truly understand and own
about playing around with routines at the different grade levels. I will need to take
what I learned this year and apply it to different contexts, which will help me
continue exploring number sense routines and refining my teaching skills.
The action research journey has been a great learning experience for me.
While not always easy to consistently implement, the value of number sense
routines was clearly evident early on. After reflecting on my action research as a
References
Shumway, J. F. (2011). Number sense routines: Building numerical literacy every
day in grades K-3. Portland, ME: Stenhouse.
Parish, S. (2014). Number talks: Helping children build mental math and
computation strategies. Sausalito, CA: Scholastic Math Solutions.