Staff Workshop Topic: Extending Math Around the Room

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Instructions for Workshop Leaders

1 Goals

• To encourage teachers to add materials to learning centers that stimulate children's mathematical language and thinking.
• To increase teachers' understanding of how to use these materials to increase children's everyday explorations with mathematical materials.

2 In Advance

• Get a flip chart and a marker.
• Ask teachers to bring a pad of paper and pencil.
• Distribute the handout (page 15) one week before the workshop.
• After reading the handout, ask teachers to make a list of materials in their learning centers that promote children's mathematical thinking. Ask them to choose one child to observe and note how that child spontaneously uses mathematical ideas and words. How do other children respond?

3 Begin the Workshop

Set the tone by sharing a poem or short book or by teaching a new finger play that involves a mathematical concept. (See the "Math and Literacy" sidebar on page 43 of this month's cover story for some ideas.) Discuss how teachers could expand and extend this mathematical concept with children.

Next, ask teachers to share their lists of materials. Compile a joint list on experience-chart paper. Engage teachers in "2 x 2" buzz groups-where two people brainstorm together for two minutes. Ask each group to come up with additional materials to add to specific learning centers. When the two minutes are up, ask the buzz groups to share their ideas. Add the ideas to those already listed. (Examples of materials might include old stop watches, unbreakable clocks, kitchen timers, play money. Or have children make their own-cash registers, receipt tapes, calculators, calendars, plastic number magnets, and measuring spoons. Block-area items could include small maps, clocks, plastic numerals, street signs, and yardsticks. For the art area, consider collage materials that include shiny pieces of paper colored plastic bits, leaves, or an assortment of different-- size cupcake papers, boxes, or other containers.)

Discuss how teachers would use these materials to foster mathematical thinking. Ask teachers to share insights about the child they observed. What were some of the ways children spontaneously used math words or ideas? How did others respond? List these on an experience chart. Then combine buzz groups so four teachers are working together. Ask the groups to brainstorm possible ways to respond, extend, or clarify the concepts and ideas children were using.

4 Summarize

Based on the workshop, talk about what teachers would like to do to expand math learning in their classrooms. Encourage everyone to go beyond the concepts of counting and numeral recognition and think of materials that encourage children to explore patterns, space, measurement, problem solving, representations, reasoning and proof, and data analysis.

5 Follow-up

Ask teachers to continue observing children's spontaneous involvement with math ideas and use of math words during the coming week. Suggest they note specific areas of the room and materials that seem to foster the greatest mathematical thinking and why. Discuss their findings during the next workshop.

More Information in teacher handout, "Math Principles & Standards: Grades Pre-K-2"

Carol Seefeldt, PhD, professor emeritus of the University of Maryland, College Park, and visiting scholar at Johns Hopkins University, has worked in early childhood education for more than 30 years.

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