I am beginning to understand there is much more to being math literate than merely knowing math related vocabulary words.  When hearing the term, “math literate”  the association to this term has been to the meaning of words and not concepts.  After reading and studying ideas pertaining to math literacy, it appears becoming math literate follows a process similar to learning to read.  Students must acquire and understand specific components necessary when moving from the learning to read stage to the reading to learn stage.   Thus, if students begin to make decisions about being math smart or math dumb during early middle school years, classroom environments must be established allowing teachers to implement strategies and practices needed to build student confidence and knowledge of mathematics stages and provide opportunity to promote and excite students about doing math through effective discussions, good classroom management and building on student geometric concepts.

Smith et al., (2009) presents the Five Practices Model to promote student participation and effective discussions during mathematics instruction which assist with offering a more manageable group time.   Planning a lesson to the last detail including student anticipated responses and solutions is a key component in being able to offer the best mathematics instruction while reaching the most students.  According to Smith et al, having a variety of scenarios established and knowing which direction to focus student discussion based on purpose of the lesson makes wise use of instruction time.  I, as the teacher, must be able to think about and offer multiple solutions to problems and explanations of concepts students might come up with.  This creates some anxiety as I ponder my ability to understand multiple processes and be able to think about all the ways a student might consider solving a problem both correctly and incorrectly.  In order to adequately facilitate my students, I would consider it essential to collaborate and discuss lessons being planned with a more experiences math instructor.  I agree with and support the use of a constructivist approach in teaching mathematics.  A constructivist approach, I know is successful in reading instruction and feel this would be a great way to present math instructions.

Although this model is a great avenue for conducting student centered, whole-group discussions and instruction, I must be able to effectively manage my classroom and instruction time.  Students need to be able to talk and write about math.  Yet, as steps are being built to understand mathematical concepts it is equally important to build steps for appropriate discussion of math techniques.  Group discussion can easily move off task when a teacher is unable to effectively manage the class.  For instance, last week we talked about using hands on work and activities, and how without good classroom management these tasks can easily become chaotic.  The whole purpose of the lesson could be lost without a focused instruction plan and good management.  It is important to anticipate the direction student discussion may go and how to bring it back to the main focus should other ideas become the topic of discussion.   When discussions move off topic, it can use valuable instruction time and trying to get back to the main point becomes difficult.  For me, one way to keep instruction on point is to know specific levels and needs of all students in my classroom.  This knowledge can help with planning for possible scenarios and having responses and instruction geared toward keeping everyone on the lesson task.

Similar to reading concepts, math geometric concepts are built on in layers.  Middle school is a good time to build on students thoughts about geometric shapes and special sense.  Van de Walle suggest,  it is important as a teacher to be aware in grades 5-8 there will be students at varying levels and in order to move to the next level a student must be able to understand each layer presented in the van Hiele Theory of Geometric Thought.  Each level, content area, overlaps and builds on each other.  This seems very similar to the components needed to learn to read.   Considering the importance of parental involvement in student awareness of print and reading components in the early years, I think this same idea must apply to students learning math concepts.  Components necessary to build on one’s ability to understand and then apply knowledge to different concepts may not be focused on at home in the early years leading to difficulty obtaining basic information necessary when entering elementary and middle school math classes.   Yet, this is an area parents can work to provide developmentally appropriate practice for the student. I believe education and language level of parents do not necessarily impede learning of basic math sense.  Many parents recognize shapes and can talk about these in a variety of ways building on those lower levels of geometric sense which may have some benefit in the classroom.

Parents should be encouraged to provide early literacy opportunities in all subject areas including mathematics. I work to provide resources and support in reading literacy and focus on parent involvement in helping students to improve reading and writing ability.  However, it is becoming more apparent the need to work with families to provide support for their children in mathematics. Both articles present models which with some changes implemented to fit with the parent perspective might be useful when teaching how to work with and benefit students outside the classroom.

 Furthermore education has placed such a focus on reading and writing, I am concerned early learning moments for math concepts such as spatial sense are left out of the day’s instruction.  Also, more and more art programs are being cut from education budgets.  Early drawing in art classes gives students a sense of shape and space in a non threatening learning environment most children enjoy giving the child and opportunity for spatial sense and development of geometric thought an opportunity to grow. As education seeks to work toward improving the mathematics literacy in the United State, it would be interesting to study the implications of removing art programs because of budget restraints.