Newfoundland and Labrador Mathematics Resources for Primary and Elementary

 

             In class, we had the opportunity to explore a number of resources that are available to assist educators of Mathematics in the province of Newfoundland and Labrador. I found this experience extremely beneficial, for I feel more confident in my ability to implement a lesson in Mathematics knowing that I have access to an abundance of quality resources. To be honest, I assumed that the only resources that would be available to us as future educators of Mathematics, would be grade level text books and the Newfoundland and Labrador Department of Education Curriculum Guides. Do not get me wrong, both of the resources mentioned are significant and imperative to the delivery of Mathematics instruction; it was just that I was pleasantly surprised to see that other resources were also available. These resources included teacher guides, workbooks, practice and homework books, etc.

                This experience not only introduced me to a number of resources that I had no prior exposure to, but it also gave me the opportunity to explore the resources I was already familiar with in greater detail. I was particularly impressed with the grade level textbooks for both the primary and elementary grades. While I had seen the majority of these textbooks being used in my observation days, I had never analyzed one or compared them in terms of the mathematical outcomes, highlighted as important in the Newfoundland and Labrador Curriculum Guides. I learned that in Newfoundland and Labrador there are currently two separate publishing companies responsible for the textbooks and resources used in primary and elementary Mathematics. I was not aware of this until this experience.
 

Primary Mathematics

From Kindergarten to Grade three, Math Makes Sense textbooks and resources are currently being used. 

 

 

                Each primary grade level has their own textbook and collection of teacher resources. In comparison to the resources used in the elementary grades, I noticed that the resources for primary aged students were much more vibrant in terms of colours and visuals. Personally, I was more drawn to these resources because they felt more authentic and relatable. I can see how these resources would be appealing to young children. The “textbook” for grade one and two in particular, were more like workbooks. I remember using workbooks such as these at the primary level myself. I really enjoyed having my questions, my samples and my solutions all in the one place.  Another thing that stood out to me was that the primary resources were extremely organized. They were divided according to unit of study and everything was clearly presented for both the students and the teacher.

                After becoming acquainted with each set of resources at the primary level, I also discovered that the mathematical concepts taught are consistent throughout all of the primary grades. These concepts however, increase in terms of complexity as the student moves closer towards elementary. In other words, these textbooks support the idea of a “spiral curriculum.” For example, throughout grade one, two and three, students are expected to build upon their knowledge concerning patterning, addition and subtraction, measurement, etc.

                Another thing that struck me as interesting was how different the resources for Kindergarten were. I had never seen mathematical resources for Kindergarten prior to this experience, so I was excited to discover that Mathematics instruction is provided through the use of “little books.” These “little books” are sequential in terms of content. I believe that this approach to mathematical understanding through literacy is an exciting and appropriate way to introduce young children to Mathematics.

Elementary Mathematics

 

In elementary, grades four to grade six, students are required to use a collection of resources and materials entitled Math Focus.



 

 

           The first thing that appealed to me about these resources, were how they were structured.  I found them easy to navigate and liked how each chapter was organized in the same way, each representing an individual unit with mid-chapter and end chapter reviews, as well as a chapter task. I also liked the fact that each textbook was accompanied by a master’s booklet and corresponding teacher resources. Although these resources were not as colourful or playful as the resources used in primary, I can see how they would add value to any given lesson in Mathematics.

                 Like the primary textbooks, the textbooks in elementary seemed to embrace sequential learning. Once again, I noticed that a number of concepts were taught throughout the grades, all increasing in terms of difficulty. These topics include: fractions, decimals and geometry. I believe that this spiral approach to teaching Mathematics is effective, for it allows students to build on their prior knowledge.

                Overall, I am pleased to know that there are a number of resources available to me, as a future educator of Mathematics. While I believe that the resources mentioned are great, I also believe that we as teachers must be creative and authentic in terms of the learning opportunities we provide our students with. Yes, these resources are extremely helpful, but we must not let them limit our students’ learning experiences.

Thanks for reading!



An Analysis of the "Front Matter" in Newfoundland and Labrador's Mathematics Curriculum Guides

 

In class, we were asked to familiarize ourselves with the "front matter" of the Newfoundland and Labrador Mathematics Curriculum. I chose to focus my attention on the grade two Mathematics curriculum guide, for I have a particular interest in this grade level. This particular curriculum guide can be found here.

There were a number of things that I came across in this section of the curriculum guide that interested me, surprised me and caught my attention.

First, I learned that The WNCP Common Curriculum Frameworks for Mathematics helped in the development of this curriculum guide. I also learned that this curriculum guide's main intent is to provide teachers with an overview of the outcomes, strategies and assessment tasks that they are responsible for covering in grade two.

I really liked that this curriculum document contains a section entitled, "Belief About Students and Mathematics Learning," for it provides educators with insight concerning how Mathematics should be taught in order to engage ALL students, despite the individual learning styles and intelligences they may possess. In this section, it states that "through the use of manipulatives and a variety of pedagogical approaches, teachers can address the diverse learning styles, cultural backgrounds and developmental stages of students, and enhance within them the formation of sound, transferable mathematical understandings." I believe this is important to be aware of as future teachers of mathematics.

 

Another thing that I appreciated about this curriculum guide is that it contains a section in which the Mathematical goals for students are clearly stated, as well as their expected results. This section is important to me because I believe that it is necessary that we, as future teachers have a clear understanding of what is expected of our students.

The main goals of mathematics education are to prepare students to:

• use mathematics confidently to solve problems

• communicate and reason mathematically

• appreciate and value mathematics

• make connections between mathematics and its applications

• commit themselves to lifelong learning

• become mathematically literate adults, using mathematics to contribute to society.

Students who have met these goals will:

• gain understanding and appreciation of the contributions of mathematics as a science, philosophy and art

• exhibit a positive attitude toward mathematics

• engage and persevere in mathematical tasks and projects

• contribute to mathematical discussions

• take risks in performing mathematical tasks

• exhibit curiosity.

The Mathematical processes are also effectively presented in this curriculum document and they are as follows: Communication, Connections, Mental Mathematics and Estimation, Problem Solving, Reasoning, Technology and Visualization. It is here that we can see the influence of the NCTM for these six mathematical processes mirror the six principles highlighted as important by the NCTM.

 

 

This curriculum guide also offers educators insight concerning the components that define the nature of Mathematics. An overview of the following components is provided in the document: Change, Constancy, Number Sense, Patterns, Relationships, Spatial Sense and Uncertainty.

The next section of the curriculum guide that stood out to me as important is the section on the Mathematical strands. There are four common strands for Kindergarten to Grade nine and these strands are Number, Pattern and Relations, Shape and Space, and Statistics and Probability. Once again we can see the influence of the NCTM, who also highlights a common set of content standards or strands of mathematics that appear throughout the grades. The NCTM lists, Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability as the five main content strands in Mathematics.

I was a little surprised when I read that Statistics and Probability (Data Analysis) is addressed in grade two Mathematics. For some reason I did not think that students engaged in data analysis until elementary. This curriculum document has provided me with a lot of new insights!

 

 

Outcomes and achievement indicators are also given in this curriculum guide, which is extremely beneficial for teachers.

General Outcomes are overarching statements about what students are expected to learn in each strand/sub-strand. The general outcome for each strand/sub-strand is the same throughout the grades.

Specific Outcomes are statements that identify the specific skills, understanding and knowledge that students are required to attain by the end of a given grade.

Achievement Indicators are samples of how students may demonstrate their achievement of the goals of a specific outcome. The range of samples provided is meant to reflect the scope of the specific outcome.

Lastly, one of my favourite sections found in the "front matter" of this curriculum guide is the section entitled, "Instructional Focus." This section provides educators with tips to consider when planning for instruction, ideas in terms of resources, a timeline to assist in planning, as well as a suggested schedule for instruction that includes time for completing assessment activities, reviewing and evaluating.

Overall, I am very grateful that we have access to these curriculum documents, not only for mathematics, but for all subject areas. The curriculum guides in general are extremely informative resources and I believe that they will assist me in delivering quality instruction in my future classroom.