Mathematics E-portfolio

Rebecca Tremblay
February 2015
Table of Contents
1. Annotated Bibliography

Research theme: Differentiating math instruction

2. NCTM Article Reviews

Planning Strategies for Students with Special Needs: A Professional Development Activity
Tips for Including Elementary Students with Disabilities in Mathematics
Differentiating the Curriculum for Elementary Gifted Mathematics Students

3. Review of Mathematic Manipulatives

Base-ten blocks
Geoboards
Grid paper
Hundreds chart
Pattern blocks

4. Math Technology Products

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Pictograph Smart Board Activity

Place Value Smart Board Activity
Fractions Instruction Video

5. Other Areas of Interest

Teacher Interview
Creative Math Game - The Mazin' Race
Website Review - www.flocabulary.com
Website Review - www.multiplication.com

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Annotated Bibliography
Clausen-May, T. (2005). Teaching maths to pupils with different learning styles. London: Paul
Chapman Pub.
This book looks at the different ways that mathematics can be taught to stimulate
pupils with different learning styles. It is about teaching math to pupils who have learning
differences, not learning difficulties. This includes pupils with visual, kinaesthetic and
practical learning styles who often struggle with a school curriculum that is largely based
on print. These print-based activities and assessments demand a high level of linguistic
and symbolic thought but take little account of other ways of thinking and learning. The
book includes suggestions for exciting, visual ways to teach basic concepts that will
unlock mathematics for all learners, such as the development of pictures in the mind
which can help all pupils to understand key mathematical concepts.
Due to their education and academic experience, teachers in the classroom are
often strong in verbal and numerical skills, but have little practice in using spatial skills.
Thus, it may be difficult for teachers to recognise spatial ability in their pupils, so real
strengths and aptitudes are neglected as pupils are forced to struggle with a curriculum
which is largely presented through printed materials that they find hard to access. Pictures
and models may be used to support learning, but the end point is symbolic. To some
children, the numbers and symbols on the page are just squiggles. The book goes in depth
on three different learning styles: Visual, Auditory and Kinaesthetic. The author
concludes that the learning differences of students may lead to learning difficulties, but
such difficulties are an outcome of inappropriate teaching. They are not, in themselves, a
cause of failure.
--Fahsl, A. J. (2007). Mathematics Accommodations for All Students. Intervention in School and
Clinic. 42, 4, 198203.
This article presents a handful of simple mathematics accommodations that
general education teachers can implement without extensive preparation time. The
accommodations are appropriate for all students in the classroom regardless of whether
they have identified disabilities. The accommodations are intended as supplemental or
supportive strategies used in conjunction with regular planning and instruction for
students who need minimal or intermittent instructional adaptations. The article explains
that it is not easy to meet the needs of all students in a classroom. Many teachers who
have students with special needs feel they were inadequately trained to instruct these
students. The author clarifies that the suggestions provided in this article represent only
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a small sample of the possible accommodations that can be made to help meet the needs
of all the students in the classroom. In most instances, the accommodations can be
implemented for the whole class and will help all students more fully.
--Martin, L. C. (2009). Strategies for teaching students with learning disabilities. Thousand Oaks,
California: Corwin Press.
In this article, Martin explains how most educators have enormous responsibilities
but little time and limited resources. The author explains that education is about
connecting students and teachers in a meaningful way - only then can learning take place.
Connection also leads to outcomes such as mutual respect and appreciation. Martin notes
that at the core of connection lies understanding, and that understanding students is a
teacher's most important responsibility. Grades do not tell the whole story: Moving
beyond foundational skills, the teacher learns about a childs work pace, organizational
skills, intellectual curiosity, comfort at school, memory, verbal expression, social skills,
ability to sustain attention, creativity, and even mood.
The question of learning disabilities arises when there is a pattern of
inconsistencies and discrepancies. For learners with disabilities, accommodations are
offered. The intention of providing a student with an accommodation is to level the
playing field. The proper use of accommodations never gives an advantage but rather
keeps a student from being penalized due to a proven disability. Accommodations place a
lot of responsibility on the student.
This article offers strategies that address difficulties with attention, memory,
notes, reading, and writing. Each category offers practical suggestions for teacher to
implement with students who have learning disabilities. Additionally, Martin provides a
whole section on math-specific strategies for students who have difficulties with math.
Martin also indicates some factors to keep in mind as a teacher: 1. Some students lack
sufficient knowledge to participate. They want to contribute, but they dont want to
embarrass themselves. Once their skills improve, participation will as well. 2. Some
students have a distinct learning style. Depending on the class, participation may vary
greatly for these children. 3. Some students have the knowledge but do not want to
participate. These students may be uncomfortable in group situations. Perhaps they relate
well one-on-one. They may be more introspective than their peers.
Finally, the author explains how students with learning disabilities need
techniques for dividing projects into manageable units of work. Teachers can help
students by teaching them organizational skills, such as setting a goal, making a plan,
recognizing priorities, flexibly and switching from one task to another. This article is very
helpful, putting forth practical suggestions for teachers in a direct, user-friendly way.
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Small, M. (2009). Good questions: Great ways to differentiate mathematics instruction. New
York: Teachers College Press.
Although it is common knowledge that differentiated instruction helps all students
to learn, it is very challenging to apply in mathematics. Math education expert Marian
Small cuts through these difficulties with her explanation on how to differentiate. She
uses two powerful and universal strategies to work across all math content: Open
questions and Parallel tasks. In this book, Small guides teachers in using these strategies,
showing how teachers can become experts in mathematic differentiation instruction. In
addition, she describes inclusive learning conversations that promote broader student
participation. She puts forth specific strategies and examples for each grade, organized
according to the National Council of Teachers of Mathematics (NCTM) content strands:
Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and
Probability.
--Sriraman, B. (2008). Creativity, giftedness, and talent development in mathematics. Charlotte,
NC: IAP - Information Age Pub.
This article discusses the necessity to provide all children with the opportunities
to enhance their performance in mathematics, from an early age. Only by providing a
solid foundation will their education be able to support and build on their mathematical
growth and development. There is frequently an educational focus on identifying and
helping struggling students achieve satisfactory test results, without consideration for the
need to build knowledge that can strengthen understanding. In addition, due to the
financial incentives tied to having all students reach a level of proficiency, the gifted
population and those who have already reached proficiency face potential neglect because
of the misconception that they will naturally proceed on their own. These students also
need to have their learning goals met; it's not just about being proficient, it's about their
personal development.
The author describes a host of characteristics that can be identified in gifted
learners, for instance, being intensely curious about numeral information, or being
persistent in finding the solution to a problem. The author says that it is possible to use
these characteristics as benchmarks in identifying mathematically advanced children. The
article places emphasis on helping students to develop mathematically powerful affect.
Mathematically powerful affect is the ability to perform mathematics powerfully, an
evident characteristic of mathematical precociousness. It involves both positive feelings
about mathematics (e.g. curiosity, enjoyment, elation in relation to mathematical insight,
pride, satisfaction) and ambivalent or negative feelings (e.g. annoyance, impatience,
frustration, anxiety, nervousness, fear). When one possesses mathematically powerful
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affect, the negative feelings associated with the mathematics occur in safe contexts, so
that the students are able to manage and benefit from these feelings. Therefore, if
students can develop mathematically powerful affect, it follows that they will exhibit
characteristics of advanced mathematical performance.

Rebecca Tremblay

February 2015

NCTM Article Reviews

Brodesky, A. R., Gross, F. E., McTigue, A. & Tierney, C. C. (2004). Planning Strategies for
Students with Special Needs: A Professional Development Activity. Teaching Children
Mathematics. 11(3), 146-154.
Three of the authors, Amy Brodesky, Fred Gross and Anna McTigue, are a team of
mathematics educators and special educators. They are particularly interested in accessibility
strategies for mathematics and in promoting collaboration between mathematics educators and
special educators. The fourth author, Cornelia Tierney, is a researcher and curriculum developer
who is especially interested in promoting the mathematics thinking of students who have
language disabilities.
The purpose of the article is to assist classroom teachers who feel overwhelmed by the
challenges of responding to the learning needs of all their students. Many teachers feel that, "I
want all my students to be successful in math, but I'm not sure what to do. I don't have training in
special education and I don't have much support."
The intended audience of this article are mathematics coordinators, professional
developers, and teacher leaders. The article shares a workshop activity with these three groups, to
in turn help teachers plan accessibility strategies for teaching math. The central premise of the
workshop activity is based on the Equity Principle in Principles and Standards for School
Mathematics (NCTM 2000): Equity does not mean that every student should receive identical
instruction; instead, it demands that reasonable and appropriate accommodations be made as
needed to promote access and attainment for all students.
The strengths of this article are the practical nature of the workshop activity presented by
the authors. In this workshop activity, regular educators and special educators share

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expertise to identify potential barriers and brain- storm accommodations for a lesson from their
mathematics curriculum. Teachers leave the work- shop with specific strategies that they can try
in their classrooms and on a broader level, with an accessibility planning process.
The authors accomplish their goal by leaving educators with the tools needed to better
meet the challenge of making lessons accessible to all learners.
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Truelove, J. E., Holaway-Johnson, C. A., Leslie, K. M. & Smith, T. (2007). Tips for Including
Elementary Students with Disabilities in Mathematics. Teaching Children Mathematics.
13(6), 336-340.
James Truelove is an assistant professor in the Department of Curriculum and Instruction
at Central Missouri State University. Calli Holaway-Johnson is a research assistant for the
National Office for Research, Measurement, and Evaluation Systems at the University of
Arkansas. Their research interests include mathematics education and teacher training. Katherine
Leslie is a graduate assistant in Curriculum and Instruction at the University of Arkansas. A
former elementary teacher, she now teaches elementary science and mathematics methods
courses. Tom Smith is department chair of Curriculum and Instruction at the University of
Arkansas. His research interests include teaching students with disabilities.
The purpose of the article is to suggest accommodations and modifications that
elementary teachers can use in their own classrooms to help students with disabilities in
mathematics instruction. When teachers implement these suggestions, all students - not just
students with disabilities - can benefit.
The article spotlights two service models to include students with disabilities in regular
classrooms when appropriate: the resource-room model and the inclusive-classroom model. In
the first model, students with disabilities are assigned to regular classes but are pulled out

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occasionally for specialized instruction. In the second model, special education personnel go into
the general education setting and work with students individually or in small groups.
The advantage of the inclusive-classroom model over the resource-room model is that
students are not pulled out of the class and are therefore less likely to be stigmatized as special
education students; they remain a part of the regular classroom. The article emphasizes this
model.
The intended audience of this article are elementary school teachers who teach math. The
strength of this article is that it provides the reader with good tips on how to work with children
who have cognitive problems, emotional and behavioural disorders, and physical disabilities.
The authors conclude that students with a variety of disabilities are increasingly being
included in general classrooms, making it imperative that elementary teachers learn how to
incorporate a variety of methods to meet these students' unique needs. The authors indicate that
ultimate improvement in elementary school mathematics programs depends upon desirable
changes in both teacher education and school organization.
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Wilkins, M. M., Wilkins, J. L. & Oliver, T. (2006). Differentiating the Curriculum for
Elementary Gifted Mathematics Students. Teaching Children Mathematics. 13(1), 6-13.
The authors are Michelle Wilkins, a volunteer in children's classrooms in Virginia who is
interested in the ways activities help children learn; Jay Wilkins, who teaches an elementary
mathematics methods courses at Virginia Tech. His research interests include quantitative
literacy, educational opportunities, and the teaching and learning of probability and statistics.
And Tamra Oliver, who is a consulting teacher for the gifted in the Montgomery County Public
Schools in Blacksburg.

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February 2015

The purpose of the article is to present a framework for creating a Mathematics

Investigation Center for gifted mathematics students. The goal of the framework is to make it
easier for elementary teachers to provide challenging activities for students working above their
grade level in mathematics without having to plan a separate lesson every day. The concept is to
provide enrichment activities that generally fit the theme of the unit that the whole class is
working on, instead of developing enrichment activities that are tailored to individual lessons.
The intended audience of this article are elementary math teachers. The strengths include
the authors' passion for providing students with access to high-quality, engaging mathematics
instruction, with ambitious expectations for all and accommodation for those who need it. In
addition, the article includes four figures with great activity ideas that focus on processes of
mathematics to provide depth, rather than mere computation skills.
The authors conclude that differentiating the mathematics curriculum for gifted students
is an important task worth doing. They say that the outlined framework they offer simplifies the
task of differentiation, making it more manageable for elementary school teachers. The authors
accomplish their goal of helping math teachers differentiate lessons, by providing straightforward techniques and activity suggestions that are easy to implement.

Rebecca Tremblay

February 2015

Review of Mathematic Manipulatives

Mathematic manipulatives are fantastic tools that should be used by both teacher and
students in a classroom, to reach a deeper understanding of mathematical concepts.
Manipulatives encourage imaginative play, creative thinking and exploration. They appeal to all
learning styles, especially visual and tactile learners. Manipulatives make it easier for students to
discuss their math thinking with the teacher and their peers. They enable children to understand
concepts, demonstrate new knowledge and skills, and find multiple ways to solve problems.
Finally, math manipulatives help children recognize the utility of math and connect math
concepts to the real world.
I have chosen to review these five manipulatives:

Base-ten blocks
Geoboards
Grid paper
Hundreds chart
Pattern blocks

Base-ten blocks

Can be used for:

place value
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addition
subtraction
fractions
decimals
place value

Appropriate for Kindergarten to Grade 5

I chose this because:
Base Ten Blocks are a great way for children to learn the vocabulary one ones,
tens, hundreds and thousands.
Are a great math learning support
Cover a wide range of instruction

Geoboards

Can be used for the exploration and recognition of:

shapes
designs
spatial relationships
angles
fractions
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area
perimeter
symmetry
coordinates

Appropriate for Kindergarten to Grade 5

I chose this manipulative because:
Geoboards provide a great visual
They are fun to use
They cover many different topics

Grid Paper

Can be used for:

graphing
geometry
number lines
charts
measurement
place value
area
fractions
and more
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Appropriate for: K-5

I chose this manipulative because:
It's easy to use
It's very low cost
It covers a wide range of math concepts

Hundreds Chart

Can be used for:

addition
subtraction
multiplication
division
place value
number patterns
mental math
fractions
decimals
etc.

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Appropriate for: K-5

I chose this because it:
Serves as an interactive tool
Helps students understand our base ten number system
Is a great visual aid

Pattern Blocks

Can be used for:

number sense
graphing
tessellation
fractions
perimeter
area
patterns
angles
and more
Appropriate for K-5
I chose this manipulative because:
Pattern blocks have so many uses
Very versatile
Easy to use
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Math Technology Products

1. Smart Board Activity to teach Pictographs ('les pictogrammes')
Grade 4 French Immersion
New Brunswick Math Curriculum Outcome:
Construct and interpret pictographs and bar graphs involving many one-to-one
correspondence to draw conclusions.

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2. Smart Board Activity to teach Place Value

Grade 4
New Brunswick Math Curriculum Outcomes:
Represent and describe whole numbers to 10 000, concretely, pictorially and
symbolically. Demonstrate an understanding of addition of numbers with sums to 10 000
and their corresponding subtractions (limited to 3- and 4-digit numerals).
This activity accompanies the book, Sir Cumference and all the King's Ten by Cindy
Neuschwander.

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3. Instruction Video: Fractions

I developed an instruction video for students with learning disabilities. I orally, visually and
kinaesthetically present the evaluation below using fractions manipulatives, examples and
drawings.

Fractions Evaluation
1. Divide the shape into the correct parts and shade in the fraction indicated for
each shape.
a)

1
4

b)

1
2

c)

2
5

d)

3
6

2. What is the fraction of the shaded area?

Fraction: _____________________

Fraction: _____________________

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Fraction: _____________________

February 2015

Fraction: _____________________

3. Place the following fractions in order on the number line.

*refer to inserted video*

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Teacher Interview
Interview with a Grade 3 French Immersion teacher:
Q) Do you like teaching math? Why or why not?
A) I love teaching math. In the first year of any level I am always a little apprehensive but as I
learn the new outcomes and watch as the students begin to understand or master concepts, I am
always encouraged. There are usually a few challenges as well.
Q) Do your students like math? Why or why not?
A) I find that more like it than not. We usually start with a warm-up with a partner, using dice or
cards and they like to find a space and start playing so that is always positive. When children
succeed in math, they like it, so trying to keep it positive and encouraging helps keep them
motivated. Sometimes, when those "lightbulb" moments happen, we do a happy dance.
Q) How do you attempt to deliver math lessons that appeal to all learners?
A) This is what I find the most challenging as they are a diverse group. I teach a lesson and as
some quickly finish up work I have a "challenge" box with extra problems and work for those
early finishers, and that gives me the freedom to work with the students who need extra attention.
Q) Tell us about your experience teaching to children with autism.
A) I have found that each child is unique and what works with them is also unique to the child.
The autistic student presently in my class is unable to "listen" without someone being beside her.
Although I usually think that eye contact will enable her to listen, this is not the case. She seems
to "hear" better when I touch the paper and ask her to look there, or work with manipulatives so
she can see the concept.
Q) What is the biggest challenge in teaching math to elementary students?
A) I find that students need lots of practice to acquire certain skills and there is not always the
time to practice enough at school. I find the biggest challenge is getting the support from home to
continue the practice they need.
Q) What is your favourite part about teaching math?
A) I really enjoy math and my favourite part about teaching it is when a student understands,
"the light bulb" goes on and they feel accomplished and satisfied.
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Q) What would your recommendations be to new teachers in regards to teaching math?

Take advantage of the many resources available and understand your lesson well before teaching
the students. Students love games so add some math games to your day!
Reflection: This interview provided me with an insider's perspective on teaching math in the
elementary classroom. I recognize and appreciate this teacher's positive outlook on her
mathematics teaching approach and experience. Her positive attitude about math clearly trickles
down to her students, who feel motivated and excited to learn it. As a teacher, I also want to do a
'happy dance' with my students when they succeed! This was a great interview with a great
teacher!

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Creative Math Game

This game is called The Mazin' Race!
It's a math activity that I developed for use in my first placement. I taught Grade 4 French
Immersion, and introduced this game to practice the multiplications table. As the students got
better at playing, I encouraged them to create the multiplication questions themselves, using 2and 3-digit numbers to multiply.
How to play: Begin at the red dotted line. Pick any square and step on it. Remove the question
card from the pocket. If you answer correctly, you unlock the square. This means the next player
in line must step on our unlocked square and pick the next square from there. If you get the
answer wrong, the square becomes 'locked,' and no one can use it/step on it anymore. Once you
have made your way through the maze, reaching and passing through the final row of squares,
the game concludes.
Optional extras (can only be used twice per game):
Phone a Friend card - This allows the player to ask a classmate for help to answer their
questions.
Calculator card - This allows the player to use a calculator to find the answer.
New Brunswick Math Curriculum Outcomes:
Describe and apply mental mathematics strategies to determine basic multiplication facts
to 9 9 and related division facts.
Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve
problems by:
using personal strategies for multiplication with and without concrete materials
using arrays to represent multiplication
connecting concrete representations to symbolic representations
estimating products.
Once the students understand how the game works, it can be played in small groups as an
enrichment activity, or be implemented as a student-facilitated math center. It can cover any math
topic, by simply changing the questions in the pockets. I found this game to be great for
engaging students and enriching their math learning through play.

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Website Reviews
Flocabulary: Educational Hip-Hop

Flocabulary is an online library of educational hip-hop songs and videos for grades K-12.
Used by over 20,000 schools, Flocabulary has a great approach for engaging and inspiring
students, making lessons come to life with music and animation. They concentrate on three key
aspects: rhyme, creativity and critical thinking, taking student engagement and achievement to a

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whole new level. Flocabulary's team aims to raise test scores and to foster a love of learning in
every child.
The songs and videos created by the site cover a large portion of elementary school
topics, including math, science, language arts, vocabulary, social studies and life skills. They
provide in-depth planning tips and lessons plans for each of the six subjects they cover. There are
over 500 videos available on Flocabulary.com. The catchy hip-hop beats and flashy graphics
appeal to a wide variety of learning styles, and help the learner to enjoy, understand, and
remember the lesson. Plus, it's fun for teachers too! The only downfall: after a free trial period,
there is a subscription fee to access the videos and songs.

Multiplication.com

This site uses a language/story approach to teach children multiplication facts. The
system uses current brain research to maximize memory. It taps into the underlying way the brain
remembers. The brains cataloging system has a difficult time categorizing numbers because they
are abstract. Yet pictures, being concrete, are relatively simple for the brain to store and retrieve
effectively. The website outlines 5 steps to remembering the time tables. They are as follows:
1. SEE the picture of the fact. (Looking at the picture and actually seeing it with your
minds eye arent the same. Close your eyes and see the picture in your brain.)
2. HEAR the story to help make the picture come alive. (Dont just listen to the story,
see the VIDEO of the picture coming alive.)
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3. REMEMBER
4. DO the activity to anchor the picture.
5. PRACTICE the facts to make each picture automatic.
At Multiplication.com, students can practice multiplication with the interactive times
tables, check their progress with online quizzes and then review what they've learned with fun,
online games. This is a great resource for independent learning, computer-based math centers, or
practice at home. And it's free!

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