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MATH ALL DAY AND EVERYWHERE

(by Jennifer O. Prescott)

Everywhere you look in Jackie Howes’s second-grade classroom, you see math. Howes’s classroom emphasizes the visual and spatial aspects of math – a tactic that inspires her students to think about math all days in innovative ways. Bulletin boards show objects grouped and labelled with price tags. Colourful math murals run up and down the hallways. Geometric shapes decorate any available wall space.

Howes, who has been teaching at the F.M. Kearns School in Granby, Connecticut for 15 years, begins the day with a math-oriented greeting, Children pair up to ask addition and subtraction questions, then share their results.

With the kids in a circle, Howes rolls out a “math ball” – a soccer ball with a math problem taped to each quadrant. The ball is rolled from one child to another, back and forth across the circle. When your thumb touches a problem, you must solve it, then pass the ball to someone else. Says Howes, “Over the years many children have made comments such as, ‘We didn’t do any work this morning.’ They are amazed when I remind them that they did math and reading all morning long!”

Outside classroom there are four math murals. They provide more than 85 different activities for the students. Howes will break up the class into groups, sending some kids to the murals with worksheets, while others turn to the Multicultural Stockroom – an interactive, holiday-themed bulletin board showing groups of objects such as Chinese dragons. These objects can be moved to present different mathematical challenges. At each station, children puzzle over solutions and interact with each other. “I have a great strategy for this!” one child offers.

Later, children head to different centers around the room. Inside the “Kearns Travel Agency” – really a tent decorated with photos from around the world – a group of four plans excursions to Egypt and China, they calculate costs for food, hotel prices, and airline fees. They chatter like kids playing on the playground, but the conversation is all about mathematics.

After work is complete at the centers, children relax for some free time to do … more math. “Our teacher,” says one girl,” wants us to think that math is fun – like a special treat.”

(from Instructor, April 2001, Scholastic, USA, p. 26-27)

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