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"Read Me a Math Lesson"

Lianne Joiner B.A., B.Ed.

 

Abstract: Action research is the process of informed inquiry into a personal professional concern. It is a disciplined method of describing, interpreting and explaining events with which the researcher is personally concerned and involved. Action Research is subjective: the knowledge from the research relates to the values and beliefs of the researcher. Yet it is respectful of and solicits the opinions of others as part of the ongoing research process (McNiff et al., 1996). As a Teacher Education Candidate at Queen's University at Kingston, Ontario, my Action Research was to improve my skills at teaching mathematics. Specifically, I examined how using children's literature improved my lesson planning, classroom management, and articulation of mathematical concepts to grades two and three children.

The Concern:

"Children's literature helps learners build their confidence in their own mathematical abilities" , (Whitin, 1992: pg. 24).

My second placement as a Teacher Candidate was in a split grade two / three class in a small urban school. In mathematics , the children were reviewing subtraction, symmetry, and geometry. While facilitating instruction, I frequently had difficulty explaining the concepts to the children. Because the ability to communicate a lesson is linked to classroom management, I was also clearly losing the attention of the class. Hence the following concerns: how to communicate effectively in math class to engage the children in learning; and how to improve my planning of well-organised lessons.

The Research:

I selected a few possible topics to explore, such as mathematics and science, math anxiety, or a review of different mathematics programs. In the end, I decided to investigate how children's literature is used effectively to teach mathematics. There is a wealth of resources available on how to proceed with this integrated approach to learning (Kilman: 1993; Lewis et.al.: 1993; Meconi and Moss: 1991; Ohanian: 1989; Whitin, 1992). Particularly relevant was that my Associate School was previewing a new textbook series titled "Interactions", (Hope et al., 1996). My Associate Teachers and I discussed how the series "showed connections and interrelationships among the various mathematical areas or topics, and ... made links to all curriculum areas", (Hope et al., 1996). All children love stories, and I am comfortable reading to groups, so it seemed a logical step to implement a similar program in the classroom. Not only was my goal for the children to gain confidence in mathematical skills, but to use children's literature to help me build my confidence as a learning teacher.

The Action:

"...some tips for developing activities...that will help to incorporate literature in to the mathematics class:

• Begin with an engaging and mathematically rich story.
• Help students to see the role mathematics plays in the story.
• Introduce mathematics that is appropriate to the story
• Establish a classroom environment that invites communication."

(Kilman: 1990, pg. 320).

In my first placement, a grade four / five class, I read to the children Millions of Cats, by Wanda Gag, for a lesson on place value. The lesson became simply a story. I was unable to make the connections to the math concepts. I realised my problem while designing new integrated lessons; I needed clear goals and outcomes to provide focus for the children. (Wilson, 1996). To do this, I analysed several children's books to meet established criteria in the new Ontario Curriculum guidelines for math and language, and wrote lesson plans accordingly. Follow-up activities were chosen to complement the guidelines, using the stories as concrete reference. I planned to assess the reaction of the students to the lesson and the quality of work on the assigned task. By doing such detailed planning, I became certain of the purpose of each lesson, and comfortable in my role as facilitator.

The first lesson I taught by using the integrated plans was on symmetry. I had chosen the book, Half a Moon and One Full Star, by Crescent Dragonwagon. The intended outcomes of the lesson were: to have the children understand the concept of a line of symmetry; to determine a line of symmetry in a two-dimensional shape; and to demonstrate transformations using two-dimensional shapes (Ontario Curriculum, Geometry and Spatial Sense: Grade Two: 1997). I explained the concept of symmetry before reading the story, using a paper heart as a demonstration. Next, I played the song "One Fine Face" (Ernie and Elmo: 1995) to show how human bodies, (or monster ones), are symmetrical. The kids caught on quickly, and were looking at each other to point out the line of symmetry down their noses. By the time I read the book, which has beautiful pictures of the moon, raccoons, and faces, the children were eager to show all the symmetrical illustrations!

The follow-up activities, (spread out over a few days), were placing pattern blocks symmetrically on a handout (Hands On: Pattern Blocks, Book 2: 1986), and making symmetrical faces with a partner. Both my Associate Teacher and I were pleased with the interaction among the students as they showed each other, and us, symmetrical objects throughout the classroom. She commented that my lesson flowed smoothly and concretely, and that the students had fun. In fact, the concept was so well understood that the children looked for symmetry in subsequent stories.

Geometric shapes was the topic for the next Action Research lesson. The Ontario Guidelines state that by the end of Grade Two children will: explore and identify two and three-dimensional shapes using concrete materials and drawings; compare and sort two dimensional shapes; compare and contrast two-dimensional shapes. I chose the picture book Changes, Changes, by Pat Hutchins as the relevant story. The lesson began with a review of the names of solid shapes, using pictures of 3D solids. Then, the children took turns describing the action on a page of the book, identifying as many shapes as possible. The follow up activity was structured play with wooden shapes. The children were instructed to make their own "story page", on a desk or on the floor mat. Time was allowed for sharing creations with classmates, again, naming the shapes they had incorporated with their story.

Feedback from the lesson was encouraging! The children used descriptive geometry words in their sharing. For example, one boy labeled the story character heads as spheres, another girl stated the wheels in her drawing were cylinders. The Associate Teacher observing the lesson commented that there was extensive student involvement, and that my leading questions allowed for excellent answers. The follow up activity was a hit! The children were creative and imaginative. I asked many problem-solving questions. For example: "What shapes will you choose to make your bridge?"; "What shape would help your car move?". Despite a few squabbles over sharing, the children were focused and co-operative. Enough time was left for sharing and clean-up, even though the children wanted to keep "playing". A day later, most of the children successfully named spheres, triangles, squares, cubes, rectangular prisms, pyramids and cylinders.

For the final integrated lesson, subtraction was the topic. However, I found that the chosen book, Just One,by Sam McBratney, could be used to teach many concepts, such as: counting backwards; using mathematical language to identify and describe numbers to 11, and relative amounts, masses and capacities; recall of subtraction facts to 18; mental math; and patterning (The Ontario Curriculum, Grades 1-8: Mathematics: 1997). Earlier in the year, their regular teacher had introduced the children to subtraction. As a review, I read the story with the children, asking questions such as, "How many is a 'few', or 'some'?", "How many berries do you think are in the pile now?", "How many is 'too many'?", "What number of berries do you think each animal took away?".

After the story, we sat on a mat with a pile of coloured cubes. The children acted out the story, by each "taking away some berries", counting the amounts before and after, until all the manipulatives were gone. They were asked how the remaining pile was "different" after some were taken away to illustrate the concept of "difference". The story, appropriate for a Grade Two age level, had immediately engaged the students. "The use of manipulatives was well planned for a true understanding of subtraction", noted my Associate Teacher. The following day the children were given a subtraction activity sheet using picture clues to "take away and count the difference". Their overall performance was excellent, and the children were proud that they knew what "difference" meant.

The Reaction:

"What impact did the research have on your practice? Did you decide to go on with the research, this time extending it to another issue? Has your research impacted on your workplace such that you need to carry it on?" (McNiff et al., 1996: p. 139.)

This Action Research project was a success, now that I feel comfortable using children's literature as a tool in mathematics. Of most importance was the experience I gained in lesson planning to meet established guidelines. By having clear outcomes, I was able to engage the children at the outset of the activity. My focus became their focus. This is not to say that classroom management problems were eliminated, but that I was able to effectively guide the children back to the lesson because I knew where to direct their attention. The children commented that the stories were fun, and they began to make mathematical comments about other stories or classroom activities.

Not detailed in this report are my initial attempts at formulating the concern for this research. It took careful reflection and planning. Also critical to the process were the in-depth discussions with Associate Staff, my Faculty Liaison, and fellow Teacher Candidates; the late night frustrations of rewriting lesson plans; the compilation of and analysis of qualitative data; and the time given by my Associate Teacher to observe, advise and comment on this project. This methodology is integral to Action Research.

Continuing with Action Research requires identifying new concerns and goals. I now wish to look further at aspects of assessment in mathematics. Also, to further enhance the integrated lesson approach, I anticipate examining how others have used music, visual art and poetry in mathematics and science. In essence, this form of research is never quite concluded, as one concern leads to new and exciting investigations!

References and Resources:

Dragonwagon, Crescent. One Half Moon and One Full Star. New York, NY,: Macmillan Pub., 1990.

Gag, Wanda. Millions of Cats.New York: Coward-McCann, Inc., 1928.

The Mailbox: The Idea Magazine for Teachers, Kindergarten. "ABC's and I, 2, 3's." February - March, 1998, 28-29.

Hands On: Pattern Blocks, Book 2. Creative Publications, 1986.

Hope, Jack, M. Small, and Consultants. Interactions. Ginn Publishing Canada Inc., 1996.

Hutchins, Pat. Changes, Changes. New York, NY: Aladdin Paperbacks, 1971.

Kilman, Marlene. "Integrating Mathematics and Literature in the Elementary Classroom." Arithmetic Teacher. 40, 6, 1993, 318 - 321.

Lewis, Barbara A., Robert Long and Martha Mackay. "Fostering Communication in Mathematics Using Children's Literature."Arithmetic Teacher. 40, 8, . 1993, . 470-473.

Meconi, L.J. and Barbara Moss. "Using Children's Literature to Teach Geometry and Measurement." Reading Teacher. 25, 4, 1991, 22-30.

McBratney, Sam, and I. Bates. Just One.Cambridge, MT: Candlewick Press, 1996.

McNiff, Jean, P. Lomax and J. Whitehead. You and Your Action Research Project.New York: Routledge, 1996.

Merriam, Eve, and B. Karlin. 12 Ways to get to 11.New York, NY: Aladdin Paperbacks, 1993.

Ohanian, Susan. "Readin' 'Rithmetic: Using Children's Literature to Teach Math.." Learning89, 8, 3, . 32 - 35.

Ontario Ministry of Education. The Ontario Curriculum, Grades 1 - 8, Mathematics.Toronto: Ministry of Education and Training, 1997.

Ontario Ministry of Education. The Ontario Curriculum, Grades 1 - 8, Language.Toronto: Ministry of education and Training, 1997.

Sesame Street Platinum. Produced by: Ed Mitchell and Christopher Cerf. Children's Television Workshop, Sesame Street Muppets; Jim Hensen Productions Inc.: 1995.

Schaffer, Frank. Homework Helpers, Shapes.Torrance, CA: Frank Schaffer Publications Inc., 1993.

Whitin, David J.. "Explore Mathematics Through Children's Literature." School Library Journal. AUG. 1992, 38, 8, . 24 - 78.

Wilson, Robert. Assessing Students in Classrooms and Schools.Queen's University at Kingston. Scarborough, ON: Allyn & Bacon Canada, 1996.