 | Independent Mathematics |
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Independent Mathematics (Adapted from “A Guide to Effective Instruction in Mathematics: K to 6, Volume One”, Ministry of Education) Independent mathematics is an instructional approach in which students work independently to explore a mathematical concept, practise a skill, or communicate their understanding of a concept or skill. They work on their own or in a group situation but on an individual task. While students work independently, they must be able to get help when they need it. There can be many sources of help including the teacher, the classroom assistant or another student. The teacher should make clear who students should ask first. For example, when students are doing independent mathematics in a group situation they could be told to ask a classmate first but when students are working separately, perhaps they should ask the assistant or the teacher first. An independent mathematics session should include an introduction to the task during which students clarify their understanding of the mathematics and the requirements of the independent task. Students need plenty of time to work with the problem on their own and to try to form their own ideas. It is essential that slower students not be rushed during independent mathematics tasks. Some students will finish earlier than others, so prepare extension or enhancement tasks for them. In designing the task, include modifications for students who may be challenged by the regular task. Modifications can include fewer steps, simpler numbers, or a completely different task on the same concept. Independent mathematics may occur at various times and not just at the end of the lesson or unit. Independent mathematics tasks may include:
The independent mathematics session should end with student reflection and either discussion or sharing. Since independent mathematics activities are intended as learning opportunities, they should not be used for evaluation. |
