Analysis of Interactive Mathematics Routine Implementations to Increase Pre-K–3rd Graders' Cognitive Demand, Discussions, and Sensemaking

• In Event: An Imaginary of Reflective Practice

Abstract

Twenty-eight PreK-3rd teachers from Title 1 schools participated in Cohort 3 of a large, STEM+C USDOE SEED Grant. To support ambitious teaching and motivate learning within a Mathematics Instruction Using Technology course, teachers implemented and shared instructional and students’ learning successes by contributing to digital, interactive Mathematics Celebration Slideshows throughout the semester. Qualitatively analyzed data included 71 Slides of six types of interactive mathematics routines implemented during the lesson launch phase. Findings show increased: 1) cognitive demand, engagement, discussion, and mathematical sensemaking; 2) writing, listening, and speaking (ELA integrations) about sensemaking, building a common language; and 3) productive struggle, yielding procedural fluency within a Procedures with Connections context. Celebration Slideshows effectively motivate teachers’ implementation of higher demand mathematical tasks.

Author

• Stacy K. Boote, University of North Florida