HomeMy WebLinkAbout08 Numeracy Parent GuideA Numeracy Guide for Parents/Guardians
The math children learn today is the math they need for tomorrow’s world.
Partners in Learning
“...every student should be equipped with the mathematical knowledge, skills, and habits of mind that are essential for successful and rewarding participation in society.”
— The Mathematics Working Group, Ontario Ministry of Education, 2011,
quoted in Paying Attention to Mathematics Education, K-12, p. 1
Published by Communications and Information Services in collaboration with Curriculum Services — October 2013
133 Greenbank Road • Ottawa, ON K2H 6L3 • Phone: 613-721-1820
Fax: 613-820-6968 • Website: www.ocdsb.ca
What is my child learning?
The Ontario Curriculum is established by the Ministry of Education.
I t defines what teachers are required to teach and what students
are expected to know and be able to do by the end of each grade. It
details a connected continuum of student learning, from Kindergarten
to Grade 12. In addition, the secondary curriculum offers various
pathways for students to support different post-secondary destinations
- world of work, apprenticeship, college and university.
What is the same as when I went to school?
Learning about numbers, operations, shapes, measures,
patterns, data, relationships and algebra;
Communicating through symbols, models, graphs and words;
Developing skills; and
Solving problems.
What else is happening in math education?
More attention to understanding ideas and making sense;
Students talking through ideas and justifying reasoning;
Students learning through investigation;
Using math tools such as manipulatives and technology;
Honouring student-generated strategies;
Students applying learning to realistic situations;
Collaboration, cooperative learning; and
Greater integration of math across all subject areas.
What math help is available?
Homework Help (7-10) — www.homeworkhelp.ilc.org
WINS (K-8) — www.edugains.ca/newsite/math2/wins.html
CLIPS (K-12) — www.mathCLIPS.ca
Doing Mathematics with Your Child: A Parent Guide (K-6) —
www.edu.gov.on.ca/eng/literacynumeracy/parentguidenum2012.pdf
Thinking mathematically to make sense of the world...
How parents/guardians can help
“Parents have an important role to play in supporting student
learning. Studies show that students perform better in school if
their parents or guardians are involved in their education.”
— The Ontario Curriculum Grades 1-8, Mathematics, p. 5
Listen
Make yourself available; provide opportunities to talk.
Ask questions; find out what is happening in math class.
Be a learner, not an expert
Model a positive attitude towards math.
Encourage and share your child’s natural curiosity about the
world. What do you notice? What do you wonder about?
Ask your child to teach you something.
Resist the temptation to just show.
Ask your child to explain his/her thinking to you.
Partner with your child’s teacher
Find out about what your child is learning.
Explore opportunities to talk with your child’s teacher.
Support your child as a learner
Show confidence; believe that your child can do math.
Know that your support can help your child.
Focus on learning skills and work habits. Help your child
to see the connection between these habits and learning.
Provide opportunities for your child to explore and
practice math.
Encourage your child to discuss his/her learning with
you and others.
Look for connections to mathematics in your day-to-day
environment. Show that math matters.
Reward perseverance; solutions can be reached in
more than one way.
Thinking and learning Mathematics
Thinking and learning go together; students think to learn, and
they learn to think. An effective math program balances skills,
concepts, strategies and thinking processes.
“When teaching mathematics is seen as a way of teaching
people how to think its implications spread throughout the
curriculum and it has a place in every class.”
— J. Richards, 2001, quoted in Capacity Building Series,
Supporting Numeracy, ed. 28
The Ontario Curriculum emphasizes creative and critical
thinking in all s ubject areas. In Mathematics, key thinking
processes are articulated, and are consistent from Kindergarten
to Grade 12.
Thinking Processes Example of student thinking
Reasoning
and Proving
2/3 of an object is bigger than 1/4
of the same object because 2/3 is
larger than a half, and 1/4 is less
than a half.
Reflecting My answer doesn’t make sense.
Where did I make my mistake?
Connecting This problem is similar to one I’ve
solved before.
Selecting Tools and
Strategies
I’m going to choose a spreadsheet to
help me solve this problem.
Representing
I’m going to represent this situation
using a graph to illustrate my
conclusion.
A balanced program involves both problem solving and practice
Problem solving:
Connects math to the world;
Helps math make sense;
Engages learners; and
Develops flexible thinking skills.
Purposeful practice:
Improves fluency and accuracy;
Helps students remember concepts, facts
and procedures; and
Helps students learn to communicate mathematically.
We believe all kids can learn and do math. We believe that understanding and using mathematics is key to engaging with our changing world.