Numeracy and Resiliency: Year in Review 2023/24

Throughout the 2023/24 school year, Maple Lane’s numeracy inquiry group has focused on the following question: How can we foster flexible thinking, problem solving and communication skills with our students so they can develop numeracy and resiliency?

In the Fall of 2023, we gathered information about student learning in numeracy. Maple Lane teachers anecdotally reported that students are generally strong with basic math skills, including computation, but find it challenging to apply these skills to more complex problems. They need encouragement to take risks and do not always persevere when faced with challenges. Their thinking can be rigid, and they need support with communicating their understanding.

In November, students were interviewed and asked the following questions:

• What is Math? 

• Do you enjoy Math? Why or why not?  

• What do you do when you face a challenge in math?

The following trends emerged:

• Many students had a narrow concept of mathematics. They often defined math as what they most recently did in class (e.g. adding, subtracting, graphing)
• Many students had difficulty connecting math to the World and thought of it as being confined to classroom activities
• Many students reported to only like math when it was “easy”, and the problems are in their “comfort zone”
• Students had limited problem-solving strategies and often relied on asking the teacher to provide a method when they were stuck

Our numeracy inquiry group identified key numeracy competencies to develop in our students and engaged in professional learning to build their capacity for supporting students. Our goal was for our students to be engaged in math problems and concepts, while showing flexible thinking and an ability to communicate their understanding in a variety of ways. 

When students were interviewed with the same questions again in June, the following was revealed:

• Some students were making deeper connections about how math can be used in our daily lives (e.g. “We see math at the grocery store when you’re on a limited budget. Or if you’re moving you have to determine the volume of the boxes you have to get the right size truck.” “Math is also in the real world, like when you’re shopping you need to calculate the taxes.”)
• Fewer students are reporting a dislike of math, however, some students continued to base their enjoyment of math on whether they are immediately able to solve problems (e.g. “If it’s easy, I enjoy it because it’s faster for me to do. If it’s too hard and hurts my brain, then no.”)
• Many students enjoy math more when it is connected to the World (e.g. “I want to learn more about how buy a house and taxes, stuff that matters.”)

Anecdotally, teachers have been noticing improvements with student ability to work collaboratively, employ a greater variety of strategies, show perseverance and communicate their understanding using mathematical language.

"The kids are now able to check their answers with each other and communicate about their learning and wonders. They are able to problem solve together to help identify a mistake in a peer's mathematical thinking and help them make changes as appropriate. They are gaining confidence to support their mathematical thinking. The kids are realizing that math is everywhere and that they are far more confident math learners compared to where they were at in the Fall."

-primary teacher, Maple Lane Elementary

"I notice that the students can explain their thinking with greater confidence, they are coming up with multiple ways to solve a problem and they can explain how they got to those strategies far better than in the past."

-primary teacher, Maple Lane Elementary

"Students are understanding that numeracy involves complex processes, exploration and collaboration. They are persevering longer and realizing math isn’t about speed all the time."

-intermediate teacher, Maple Lane Elementary

Based on the information we have collected from students and teachers, the efforts made to target specific numeracy competencies have led to improvements in student outcomes in the focus areas. However, it is also clear that further work is required, likely for a longer period. Of particular interest is the assertion by many students that math is only enjoyable when it comes easily to them. Building the resiliency of students with numeracy and problem solving is a primary goal of our inquiry group and therefore this will be an area of continued focus next school year.