Research Strategies
Math Workshop Model
A math workshop model can look different in many classrooms, but ultimately it revolves around the same concepts: whole group instruction, guided math, math activities or games, and independent practice. During the whole group instruction, the teacher may be providing a mini-lesson to students to jump start their thinking of the skill. “In this short time, a mini-lesson should identify and define a mathematical idea, point out its applications in the real world, and through demonstration of the idea, focus the children’s attention and motivate them to begin to build this knowledge for themselves during the activity period” (Heuser, 2000, p.289). The teacher is presenting strategies needed to be successful throughout the lesson. The students then will break into small groups where the teacher will work with students based on their
achievement; this is known as guided math. Students are grouped into smaller groups based on their skills and level of understanding. The teacher is able to work with students closely and provide the strong support for struggling learners, but also providing challenges for proficient
learners (Sammons, 2010). While the teacher is providing guided instruction in small groups, other students are engaged in meaningful activities whether individually or with a group. These activities could include math centers, math games, journals, or investigations.
Collaborative Learning Through Games
A growing body of research is revealing the benefits of using games in the classroom to strengthen the math skills of students (Cavanah, 2008). Play and games can give students opportunities to learn and develop math skills that are aligned with the standards. The time that children spend playing with peers and playing games, can be a time to learn new skills, practice existing concepts, and build interests in mathematics (Eason & Ramani, 2015). Spending time on fun, basic math games, could spark an early interest and increase academic payoff later (Cavanah, 2008).
By implementing centers or stations in math workshop, students are allowed to use playful activities and games which give them opportunities to practice their numeracy and spatial skills. For students to be working with their peers, it also encourages communication and collaboration skills where they work together with their classmates. While playing math related games, students are being exposed to math through their classmates. Guided play can engage students to connect to the curriculum and promote learning. Studies have found that teaching children through play, can be more effective because it encourages children to take an active role in the learning process (Eason & Ramani, 2015).
Cover-Copy-Compare
Cover-Copy-Compare, or CCC, is a practical and simple activity to build fluency using quick, repetitive procedures. CCC uses modeling, provides repetitions with immediate feedback, and prevents errors (Morano et al., 2017). CCC has been shown to enhance math-fact skill development at both the acquisition and fluency stage. A student looks at the correct problem and answer, such as 7+4=11. The student then covers the problem and writes the problem saying the correct answer. The student will then uncover the problem to check their answer to see if they wrote the correct response (Poncy & Skinner, 2011). Cover-Copy-Compare is a class wide math-fact skill development because students are working at their own pace and the process is designed to enhance accuracy and fluency in number sense.
Technology for Improving Fluency
Students should be technologically competent. Even in first grade, students can use technology to help them solve problems and learn math. When technologically competent, students have access to the use of technology at their fingertips in order to facilitate problem solving and the acquisition of knowledge (Flores, 2010). In the kind of tasks that students can complete by using technology, the learners are exploring situations in order to answer a question or solve a problem. Through these type of activities, teachers are fostering the ability to generalize and develop deductive thinking, but also allowing students to acquire new knowledge. “Learners are responsible for the acquisition of knowledge from their teacher, and the school institution, that they want them to acquire” (Flores, 2010, p.83).
Most mathematical activities can be used through technology. When used skillfully, technology can be of valuable assistance to teachers in the classroom. Technology can improve students’ fluency and the generalization of basic academic skills (Musit-Rao et al., 2015). When teachers take the time to train students in the use of the device, whether that be an app or website, students will begin to gain recognition and speed of using the device.