The Dynamics of My Math Classroom: Preparing the Environment

Teaching this year has been interesting. I've really changed things up. My classroom looks different, my teaching looks different, learning looks different, and assessment looks different. Although I am enjoying the ‘new atmosphere’ of my classroom, and the students seem to be enjoying it… I have made the changes for a reason. 6 reasons, actually.

When you teach any course, at any level, there is a document that lists the concepts (Prescribed Learning Outcomes-PLOs) students need to learn in that course/grade. An example of one of these concepts in Grade 10 is, ‘Solve problems that involve systems of linear equations in two variables, graphically and algebraically.’ For Math 10, there are 18 concepts on that list.

It would be easy enough to cover the curriculum, by just starting at the beginning of the list and teaching each concept and then having students practice it over and over again. This is the standard approach to teaching math. It is how I learned math. It is how the textbooks are set up.

Yet, the reason I need to teach those concepts is not just so students ‘know’ of them. The official purpose of teaching students mathematics is so they:

1. Recognize and understand the incredible order and perfect design in God’s Creation.

2. Improve their ability to think critically and increase their responsibility in decision-making.

3. Can describe and model patterns to make deeper connections within and beyond mathematics.

4. Engage in problem solving to develop their mathematical literacy, reasoning, abstract thinking and visual-spatial skills.

5. Obtain problem-solving skills which will be indispensable for future education, career, and personal life.

6. Gain the confidence to take intellectual risks, ask questions, and pose conjectures.

That list is reason enough that I needed to make these dramatic changes in my teaching. If I just ‘cover curriculum’… I feel that I am not providing students an environment that incorporates these higher goals of mathematics education. So those concepts now become the context through which I teach mathematics instead of the goals of my lessons.

So, what are the dramatic changes? I will share some of those in future posts.

For now, just a glimpse into my classroom set–up.

A comfortable and flexible environment. The fold-up tables and chairs are easily collapsed and stored or set up as needed.

This is what I have:

6 computer stations for students to use whenever they need to.
Whiteboards around the perimeter of the room for students to solve problems on.
Mini whiteboards to solve problems sitting around a table.
Supply station (paper, whiteboard markers, etc). The students do not take binders.
A few comfy chairs that I found around the school.
A stack of folding chairs/tables.
A round table.
A kitchen table (A great craigslist purchase!)
An apple tv connection to my projector. This allows me to wirelessly project anything from a computer screen, my ipad, or iphone onto the whiteboard. Great for taking a snapshot of student work and projecting it. I also use the iPad for ‘saving’ any whiteboard work.

Dinner table from craigslist and a few of the comfy chairs.

Whiteboards around the room are mostly for students to use for problem solving and discussion boards.

The round table is great for group work and discussions.

Lots of coloured whiteboard pens and erasers!

Portable whiteboards

Note/grid paper pads, blank paper, formula/conversion charts, scrap paper...

Textbooks stored in a corner of the classroom so students don't need to drag them home unnecessarily every day or forget them when they do need them in class. These are just another resource in the classroom... not a map of the course.