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| Download Task Card Here |
We decided on the following factors:
- Pre and post assessments using Leaps and Bounds (Number Sense) and in Taking Shape (Perspective Taking observation)
- Specific and intentional math spatial reasoning tasks with at least 1 centre at all times available for students.
- One guided spatial reasoning lesson a week.
- ‘We Share Math’ during Whole Group Circle to support vocabulary use and procedural instructions (I built this by …).
Many tasks from the book Taking Shape were used in the classrooms. We also had a collaborative Pinterest board that we pinned spatial reasoning ideas to. If you are interested in seeing the pins, check them out here. Teachers also documented what they saw by using the app Pic Collage. Here are a few examples:
All
educators noted that this Collaborative Inquiry led to more student
mathematical language, more student interest in math, and increased use of
manipulatives. Students were more engaged and reported that they enjoyed the
centres and often asked if they could engage in the spatial reasoning
activities. Educators observed that there was more focus on math in general in
their classroom and consequently more mathematical discourse. They noted that an
intentional focus on math definitely led to more student participation and use
of language ( I used these rectangles and triangles and turned it (flipped it)
to make the shapes.).Because educators provided more challenging and more
variety in math tasks, students had the opportunity to problem-solve and be creative
and innovative in their learning. Educators participation in the inquiry and
their personal professional learning led to the creation of a library of
resources to support spatial reasoning. Over 70 different spatial reasoning learning
activities were collected.
Participating in this inquiry has only brought up more questions to ponder about this fascinating topic. I can't wait to continue this journey in September!
