Welcome to my guided math book study! It is not to late to join in! Every week, I will provide the links to past posts so if you are just finding this book study you can jump right in!
July 2 Chapters 1 and 2
July 9 Chapters 3 and 4
July 16 Chapters 5 and 6
July 23 Chapters 7 and 8
July 30 Chapter 9
Chapter 7: Building Mathematical Proficiency in Guided Math Groups
To me, this quote sums up this section pretty well. The big idea here is that being proficient in math means more than just being able to memorize procedures. The five components of mathematical proficiency outlined in the National Research Council's Adding It Up: Helping Children Learn Mathematics
are discussed in detail. If you have not read a lot about these 5 strands, this chapter is worth a close look! It is a great time to look at your own teaching practice and see how you are doing at including each strand. Here is a peak at the 5 strands.
are discussed in detail. If you have not read a lot about these 5 strands, this chapter is worth a close look! It is a great time to look at your own teaching practice and see how you are doing at including each strand. Here is a peak at the 5 strands.1) Conceptual Understanding
2) Procedural Fluency
3) Strategic Competence
4) Adaptive Reasoning
5) Mathematical Disposition
These strands are all intertwined and to be successful in mathematics, you really need students to be working on all strands. One of my favorite teachers is always saying "you can't have one without the other" and I always agree with this statement.
Chapter 8: What Are the Other Kids Doing?
This is probably the biggest question I get asked by other teachers and parents when they first hear about guided math. The message I got loud and clear from this chapter and from my own experiences with guided math is that it is vitally important for kids to be able to work independently. It really is something that teachers need to strategically teach kids how to do. They also need work at their own level in order to be successful at independent practice. "When all students are given the same work, some can do it and others can't. When students can't do the work, they get off task and disrupt the learning environment for everyone." The other huge idea in this chapter is all the different types of centers you can have during math workshop. I love that so many aspects of math learning that make it fun and exciting can be included. I write a lot about great math literature and I love the idea of using some of this during guided math time and it is definitely something I will be exploring more. What are your thoughts on this week's chapters? Please respond in the comments below!
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