This resource will be helpful for me to assist students who struggle with problem solving. I will be working with high school math teachers in the near future, giving examples of good literacy skills needed in the math classroom. This site has really helped me to shape my understanding of how to build reading literacy skills for the math classroom.

Thank you for sharing your understanding of how SRL can apply to math class. ]]>

The University of Waterloo has an excellent resource called the CEMC Problem of the Week. They send a new word problem, organized by math strand, each week for students to work on. They are well-designed and offer a great way for students to practice their word problem solving skills. Check it out here: http://cemc.uwaterloo.ca/resources/potw.php

One last note about SRL and math is to check out the work of Dan Meyers. He uses real world math situations to stimulate inquiry based learning. This is a great way for students to find pathways to knowledge by creating a need for answers rather than being walked through a very well scaffolded text book question. You can find his work here: http://www.101qs.com/. A great way to promote SRL in your classroom!

]]>In my school, we call the subject mathematical literacy – aiming to ensure students become math literate in the real world. This is largely accomplished through investigating math topics and applying it to their lives. It is also accomplished through a lot of differentiation, which is great, but as all teachers know, can present more prep work. Learning math through inquiry usually takes students a while to grasp and it definitely helps if they have been exposed to it from a young age.

A great website I use for reference is : http://www.inquirymaths.com

It provides teacher resources and prompts to teach math through inquiry. It is aimed at the middle school and up level, but can be adjusted to suit primary level students as well.

Here is a quick example of teaching math through inquiry in a grade 1 classroom on the topic of time and clocks. Start with a prompt. It can be a question, image, object, etc. What can you do in 1 second? 1 minute? 1 hour? Right away students are making connections between the topic and their daily lives. Test what students say to see if they are correct and draw connections between things that take a similar amount of time. They can then move into predicting as well. They can be given tasks to do such as bouncing a ball, counting to ten, etc. and time how long it takes them and make connections to what other people are testing. When investigating the clock, do not tell students there are 60 seconds in a minute, have students discover that information through comparing different clocks and hands, and finding patterns. Scheduling is also a great tool to relate time to their lives. Teaching math in this way can be resource heavy and require more planning time, but the benefits in terms of retention and ability to apply concepts learned to their lives and other learning will help to develop more well-rounded students.

]]>(trust me- it helps), and prioritize your assignments!

I noticed that #6 is an excellent point- experimenting with learning strategies, but no strategies are provided. Here is a list of some learning strategies provided! http://www.nclrc.org/sailing/chapter2.html

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