Module 1: Understanding and Supporting the Mathematical Learner

In this module, we invite you to explore how young children express their mathematical thinking – in play, talk, gestures and in classroom work. We also invite you to explore the power of a growth mindset and the role that learning tools, including technology, can play in helping children develop as young mathematicians.

Click on any provocation to begin.

Provocation 1a: Growth Mindsets and Classroom Conditions

How do children develop a positive disposition to mathematics? How do classroom conditions contribute to a growth mindset?

Provocation 1b: Thinking and Communicating Mathematically

How do we know that young children are thinking and communicating mathematically?

Provocation 1c: Learning Tools and Models

How can learning tools and models support thinking, meaning-making and problem-solving?

Provocation 1d: Technology

How might technology deepen mathematical thinking and learning?

Module 2: Planning with Young Mathematicians in Mind

In this module, we invite you to plan your program keeping your students’ development first and foremost in mind. Rather than pre-planning your mathematics program a whole year in advance, we encourage you to make practical connections between the “big ideas” in the curriculum (and related conceptual understandings), and students’ thinking and learning. We encourage you to ask, “Why this learning, for this child, at this time?” as you reflect on the appropriate next mathematical steps and levels of support.

Click on any provocation to begin.

Provocation 2a: Shifting Roles

What is our role as educators in making mathematics learning happen? What is the role of students? How together can we meet the expectations of the curriculum?

Provocation 2b: Deepening Understandings and Connections

Why do primary educators need to have a deep understanding of both the curriculum and how children learn mathematics? How can we uncover what children understand about mathematics and where misconceptions might lie?

Provocation 2c: Uncovering Thinking Through Pedagogical Documentation

How can we move from simply observing and recording student work to actually uncovering student thinking and identifying where they need to go next in the learning process?

Provocation 2d: Responsive Pedagogy

How can pedagogical documentation help us to become more responsive to children’s learning needs and to identify with greater precision the structures, strategies and learning opportunities that will support their mathematical development?

Provocation 2e: Variety of Contexts

How can we use the evidence of children’s mathematical thinking in a variety of contexts to support their mathematical learning?