REFLECTION ON LITERACY: MATHEMATICS / SCIENCE

 LITERACY: MATHEMATICS / SCIENCE

I found it very interesting to discover that as English language teachers, we would be specifically trained to include mathematics and sciences in our language unit lesson plans. Although I must admit, I was a bit confused about why it would form part of our courses. And you also worried about how we would be evaluated on these... Solving some equations or other mathematics stuff, because my level in mathematics has always been very poor. So, I could imagine the anxiety of students when they would be asked to solve real mathematics by their English teacher! Nonetheless, during the mathematics courses, I understood there were better ways to teach and make students love mathematics. I have not had the opportunity to observe this within a language lesson during my practicum. However, during our visit to the American School of Warsaw, I discovered what I would call an arsenal of tools to provide enough practical scaffolding to the students while teaching mathematics and any other subjects. (see pictures  https://docs.google.com/document/d/1XvBwyMjQR75Sr6xzd4nPPA7N6Za0NNck/edit?usp=sharing&ouid=111516953088497711655&rtpof=true&sd=true  ).

During a session called "Number talk", a mental calculation activity that looked like circle time in a language lesson, the teacher put an operation on the board and invited the students who were seating comfortably on the carpet, on cushions, or on a sofa, to contribute in finding solutions. They had different interpretations and solutions to the problem that led to the same answer. Each student proposed an answer, and the teacher was asking strategic questions to rethink it or be specific in the explanations. Ex: what could be the easiest way of getting the answer; raise your hand if you would like to share a strategy; has anybody used a different strategy? I loved the way the teacher explained multiplication with many digits, using a party scene, where the students go and have to greet many people, not just one person. This is similar to an example that I designed to teach multiplication, using mum and dad, that the children have to greet, and as they greet each parent, the parent gives them food (the answer of multiplication), if the food is too much for them, they keep it to eat later ( answers with remainders); after eating, they have to count the number of plates they have used that need to be washed (answer of addition and final answer of the whole multiplication). So, my students could easily solve multiplications with many digits. They understood that the more the digits, the more family members they have to greet, and the more food they receive. All these approaches were very interesting because they got everyone engaged, and all answers were welcome. The teacher only had to guide the discussion, while the students find the solutions themselves. Later, proceed by substitution, the students had to use the various tools and techniques that the teacher provided, to work in groups on different problems and choose any tool or technique they liked. There was much exchange of ideas, in such a multicultural context. I particularly liked when a Japanese student explained a technique from Japan that was entirely new to everyone, even to the teachers who asked for more explanation. I was surprised when some students asked for more operations, especially when I realized that among them, was one who was reluctant at the beginning. He had understood the process and gained confidence, and wanted to practice more. About Science, I have not yet observed teachers and students at work, and what I would briefly say from my experience and online research during my Science course is that there are a lot of simple ideas that one can design to include science into language lessons without being an expert in physics or chemistry. This is always a great opportunity to feed the students' curiosity and broaden their imagination, and they will be very impressed and have fun. So, I think it is very important to dig in the direction of sciences, to break the monotony of a typical language lesson to captivate the students. To conclude, I would say we are surrounded by mathematics and science every day. This is a perfect ground to provide the context for using language. It is not only a matter of figures and formulas. On the other hand, by providing the students with the appropriate language, they will be able to tag various occurrences in their daily lives that are connected to mathematics and science. It is also a great source of inspiration that boosts creativity and enhances personal development not only of the students but also of the teacher. This is especially true as all the various techniques curb the stress and anxiety (most often associated with these subjects) that raise the affective filter and hinders the smooth learning and teaching process as a whole.