In a Kindergarten, the classroom must be arranged in a way that promotes inquiry-based learning. Students must have access to a variety of materials, resources, objects, and different spaces in order to feel free to explore, ask questions, and investigate concepts of mathematics based on what interests them.
First, in order for the Kindergarten classroom environment to foster inquiry in mathematics, there must exist many choices and options for students to explore. This can be accomplished by creating multiple areas in the room that permit play-based learning. For example, areas in the room that promote play-based learning may include a large group gathering area, a quiet area, a dramatic play area, an area with a water table, a sensory/sand bin, a crafting area, a painting area, an area for building, and so forth. A large group gathering area is important for encouraging students to share ideas and feel part of a community of learners (Ontario Ministry of Education, 2006, p. 11). Therefore this larger group area should be comfortable for students, which can be accomplished by having a carpeted area where students can sit comfortably provided with enough space to move around a bit and away from other distractions (Ontario Ministry of Education, 2006, p. 11). Overall, for a math classroom to be effective, students must be given the opportunity to meet, present, share, and discuss their understandings and ideas surrounding math (Ontario Ministry of Education, 2006, p. 12). This can be accomplished by having students near math visual displays and near the chalkboard, whiteboard, Smartboard, and so on (Ontario Ministry of Education, 2006, p. 12).
Tiut, P. 2017
Tiut, P. 2017
Tiut, P. 2017
Provocations are also an essential part of the Kindergarten learning environment, as they probe students to see, think, wonder and thus explore concepts that they find of interest and that also link to curriculum expectations. Provocations can be implemented by placing materials, resources, various texts, among other things, around the room. Insightful questions may be written on a card and placed by these objects or materials asking students to think about how they can use these objects in a certain why, why some phenomenon may occur, or what relationships they can observe when investigating with these objects.
An area for large group discussions is also essential to have as even though inquiry is the prime pedagogical approach to teaching at this grade level, Kindergarten students still must receive approximately 20 minutes of focused mathematics daily and up to 40 minutes for students who attend on alternate days (Ontario Ministry of Education, 2006, p. 52). Tables instead of desks should be used in the Kindergarten classroom, as children at this age do not need the storage space of an inside desk. Tables should include between four to six chairs (depending upon how long the table is), in order for students to have the opportunity to participate in small groups when working with table-top math activities. At their respective tables, students should have easy access to math manipulatives and expectations on how to work together should be established and visible for students to see beforehand (Ontario Ministry of Education, 2006, p. 12).
A variety of visual displays should also be placed on the walls and at eye level to students in order for them to refer back to. Such displays may include numbers, hundreds chart, number line, shapes, calendars, thermometer, schedule, and so on. Pictures should be included as well as words when visuals are displayed for students in order for them to enhance their understanding of math (Ontario Ministry of Education, 2006, p. 14). Student math work and learning stories should also be placed around the room or on a designated bulletin board in order for students to further reflect on their learning, and create an environment of learners who share and learn together from each other. A world wall can be created with students contributing math words that they have learned or experienced throughout their day and during inquiry and play-based learning. This can help in reinforcing math vocabulary in daily math talk with students. These word walls should be clearly visible for students and teachers should encourage students to refer back to them when completing activities such as journal writing about a math concept (Ontario Ministry of Education, 2006, p. 14).
Finally, math materials and manipulatives should be stored and displayed in a visible way for students to easily have access to in order to explore and inquiry about math concepts (Ontario Ministry of Education, 2012, p. 2). Math manipulatives can also be used as provocations set out in the room with a question in order to provoke student thinking on how to use that particular math manipulative to problem-solve and develop mathematical thinking. These math items can be stored on a designated math shelf where students should be encouraged to go and explore during play and table top activity time. Overall, students in Kindergarten should be a part of the classroom setup, in order to create a community learning environment where all input is valued for all members of the community. Students should be asked as to where they feel math manipulatives and visuals should be placed in the classroom in order to better cater to their individual learning needs. This constructivist teaching strategy also aids in promoting a student-centred and thus inquiry-based learning environment.
Francis, L. (n.d.) I Can Count to Ten. [Online Image]. Retrieved from https://www.pinterest.com/pin/497084877601309984/.
A variety of visual displays should also be placed on the walls and at eye level to students in order for them to refer back to. Such displays may include numbers, hundreds chart, number line, shapes, calendars, thermometer, schedule, and so on. Pictures should be included as well as words when visuals are displayed for students in order for them to enhance their understanding of math (Ontario Ministry of Education, 2006, p. 14). Student math work and learning stories should also be placed around the room or on a designated bulletin board in order for students to further reflect on their learning, and create an environment of learners who share and learn together from each other. A world wall can be created with students contributing math words that they have learned or experienced throughout their day and during inquiry and play-based learning. This can help in reinforcing math vocabulary in daily math talk with students. These word walls should be clearly visible for students and teachers should encourage students to refer back to them when completing activities such as journal writing about a math concept (Ontario Ministry of Education, 2006, p. 14).
Tiut, P. 2017
Finally, math materials and manipulatives should be stored and displayed in a visible way for students to easily have access to in order to explore and inquiry about math concepts (Ontario Ministry of Education, 2012, p. 2). Math manipulatives can also be used as provocations set out in the room with a question in order to provoke student thinking on how to use that particular math manipulative to problem-solve and develop mathematical thinking. These math items can be stored on a designated math shelf where students should be encouraged to go and explore during play and table top activity time. Overall, students in Kindergarten should be a part of the classroom setup, in order to create a community learning environment where all input is valued for all members of the community. Students should be asked as to where they feel math manipulatives and visuals should be placed in the classroom in order to better cater to their individual learning needs. This constructivist teaching strategy also aids in promoting a student-centred and thus inquiry-based learning environment.
Example of a Potential Classroom Math Area in Kindergarten
Free Desk Model (2017). Ideas for Decorating the Classroom. Retrieved from http://bit.ly/2rLR70z.
This is an example of a very creative math area within a Kindergarten classroom. Within this area, all displays are at student eye level, including numbers, shapes, and calendar which are present along the wall. This display of information at student eye level is important in order for students to have easy references to follow when exploring a math-based task or activity. This math area is interesting as it also has incorporated a carpet area that provides an open space for small group discussions of mathematical concepts. Many math problems and different math strategies may be introduced to students in such a space. This open space is also important as it can allow students an area within the room where they can explore using manipulatives (which in this image are located in the small bin by the wall). Students can use these manipulatives to solve problems and help them record their solutions and understandings of math (Ontario Ministry of Education, 2012, p. 2).
One very interesting concept about this math area is that the numbers on the wall are colour coded in a way that allows students to make connections between the numbers by identifying patterns and overall to foster inquiry in terms of number patterns and relationships. For instance, the numbers 1, 11, and 21 are all featured in red, while the numbers 2, 12, and 22 are in blue, 3, 13, and 23 are in yellow and so forth. This visually informs students that each set of numbers contains the same starting number, such as 1, 2, or 3, and ten more is simply added to the last number (such as 13 is ten more than 3, 23 is ten more than 13, and so on). This teaching technique allows students to think critically about math and to inquire further into the relationships between numbers. As stated by Karyn Callaghan (2013), students are capable communicators and meaning makers, which means that manipulatives and visual displays of information provided in the environment can provide students with the opportunity to explore this side of themselves in order to understand math relationships thoroughly and retain that information as well (p.12).
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