Reggio-Inspired Mathematics January 28, 2016 Sandra Ball Explore - - PowerPoint PPT Presentation

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Reggio-Inspired Mathematics January 28, 2016 Sandra Ball Explore - - PowerPoint PPT Presentation

Sep 17, 2023 373 likes •1.34k views

Reggio-Inspired Mathematics January 28, 2016 Sandra Ball Explore the Provocations and Materials Play, connect, and reflect: How do the materials spark interest? How can you modify the provocations to meet the needs of various

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Reggio-Inspired Mathematics

January 28, 2016 Sandra Ball

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Explore the Provocations and Materials

  • Play, connect, and reflect:
  • How do the materials spark interest?
  • How can you modify the

provocations to meet the needs of various students?

  • Where’s the math?
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Learning Intentions

  • I can identify Reggio-Inspired practices that I

might use in my classroom.

  • I will be able to use and create provocations.
  • I will be able to identify the important essentials
  • f mathematics.
  • I understand how provocations can meet the

needs of all your students.

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Original Reggio-Emilia School

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Reggio- Emilia School Today

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Reggio Emilia Philosophy of Education

  • Developed by Loris Malaguzzi, parents and teachers in

Reggio Emilia Italy

  • Viewed the child as capable and creative
  • Environment is third teacher
  • Pedagogy of listening
  • Responsive, emergent curriculum
  • Socially constructed learning, collaborative
  • Importance of relationships
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We Don’t Live in Italy

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Reggio-Inspired Practices

  • Image of the child as capable, creative and

responsible for their own learning

  • Create an aesthetic environment that is a place for

wonder

  • Focus on Big Ideas and an emergent curriculum
  • Use of loose parts, natural and mathematically

structured materials

  • Use of documentation to make learning visible
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Surrey Inquiry Project

  • How might Reggio-inspired practices enrich the teaching

and learning of mathematics in K-3 classrooms?

  • How can we “make learning visible” for our youngest

students?

  • How can playful inquiry enhance mathematical

understanding?

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The Role of the Teacher is to …

  • create an inquiry based environment
  • listen and ask questions
  • ‘toss the ball’ back to students to keep them thinking
  • help students uncover the curriculum
  • document and make the learning visible
  • enable students to build on their understanding
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Tossing the Ball

  • As students engage in the provocations and

conversations, the teacher listens and reflects.

  • The teacher then ‘tosses’ the responsibility for

thinking back to the student by asking open ended questions.

  • The student elaborates and make thinking more

visible .

  • Teacher looks for 3 pieces of evidence over time.
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Asking students the right questions is far more important than telling them the right answers.

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Open Ended Questions

  • What do you notice?
  • How might you try that in a different way?
  • What connections can you make?
  • What else might you discover?
  • What do you see in your head ?
  • What questions did you ask yourself ?
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“Provocations, or invitations, inspire and invite students to explore, investigate and discover. Provocations are intentional in their intended purpose, such as being based on students’ interest or linked to curriculum or assessment for learning purposes. They present materials that are beautiful and inviting to students. Provocations include options for students but also involve enabling constraints, thus opening possibilities by limiting choices.” Janice Novakowski

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Provocations

  • Direct Prompt – ask them

specifically to do something

  • Implied Prompt – provide a

model

  • Open Exploration – put out

materials and allow students to investigate

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Loose Parts…

  • need to be intentional and purposeful
  • allow students to make meaning through

exploration and play

  • can be used any way children choose to represent

thinking

  • can encourage creativity and imagination
  • can encourage open ended learning
  • are used on mats to help student focus
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Materials Need to Inspire

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Reggio-Inspired Mathematics Kits

  • Number
  • Pattern
  • Measurement
  • Geometry
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Revised Curriculum Big Ideas

Number represents and describes quantity. Developing computational fluency comes from a strong sense of number. We can describe, measure and compare spatial relationships. Analyzing data and chance help use to compare and interpret. We use patterns to represent identified regularities and to form generalizations.

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What`s Important…

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Content

  • Gr. 1 - ways to make 10
  • decomposing 10 into parts
  • numbers to 10 can be arranged and recognized

Gr.2 – repeating and increasing patterns

  • exploring more complex repeating patterns

(e.g. positional patterns, circular patterns)

  • identifying the core of repeating patterns
  • increasing patterns using manipulatives,

sounds, actions and numbers (0 to 100)

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Curricular Competencies

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Curricular Competencies

Communicating Thinking Personal and Social

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Number

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Can you stack 5 rocks?

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How many ways can you make…?

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How can you show …?

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How can you make different numbers?

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What parts make a whole?

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What parts are represented

  • n dominoes?
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What numbers can you build on a ten frame?

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What can you find out about numbers?

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Popscicle Ten Frame Tutorial

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How might you count this collection?

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How do reflections help us think about doubling?

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How might you sort these numbers?

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How might you represent numbers?

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Choose 3 digits. What numbers can you make?

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What can you find out about numbers?

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How might you compare and order numbers?

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What does part whole thinking look like?

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Pattern

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What different patterns can you make?

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How many different patterns can you make?

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What is the pattern core?

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Do patterns always make straight lines?

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How might you use a grid to make a pattern?

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What is a growing pattern?

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Can a pattern repeat and increase at the same time?

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What patterns live in designs?

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Measurement

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How do we measure?

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What do you notice?

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What does it mean to measure?

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How might you compare and order these?

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How does measuring things help us?

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What measurement tools can you use?

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How can measuring tools help us?

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Geometry

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Can you make these shapes?

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What can you discover about shapes?

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How can you combine shapes to make new shapes?

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How do reflections help us think about symmetry?

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What shapes can you create?

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What do you notice about lines and shapes?

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Documentation

Learning stories written to the child about what …

  • the student doing/learning.
  • the teacher notices (You are being a mathematician when

you…).

  • guiding questions the teacher will ask.
  • connections are being made to the math.

…and shared with other students and parents.

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Documentation Panels

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Reflecting Back

  • Materials need to be accessible for students
  • Focus on one area of mathematics
  • Teacher’s knowledge of curriculum is essential
  • Provide exploration time with materials
  • Develop respect and care of materials
  • Building in routines and language
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Developing Provocations

  • Planning with intention
  • Being thoughtful about the materials
  • Choose Big Ideas, curricular competencies,

and/or content from the curriculum

  • How will you provoke thinking and learning?
  • What materials will you need?
  • Will you use direct, implied or open exploration

prompts?

  • How do you anticipate your students will engage

with your provocation?

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Lulu.com

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“Stand aside for a while and leave room for learning, observe carefully what children do, and then, if you have understood well, perhaps teaching will be different from before.”

Loris Malaguzzi

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