A message that had to be shared

Have you ever stumbled upon someone else's correspondence--old love letters in an attic perhaps? At first, you may feel somewhat guilty, realizing that you're reading someone else's private thoughts. And yet, you are drawn to read on, intrigued by the revelations. If the contents are meaningful to you, you may be overwhelmed by the desire to share your discovery, hoping that others will sense the same qualities that attracted you.

Scenarios such as this happen to me frequently as I provide on-site support to 69 Mathematics Specialists in K-3 classrooms throughout the Orange County Public Schools. At least once a month, Yvonne Williams-Brooks, a resource teacher who assists me, or I visit each Math Specialist to discuss what's working in the specialist's classroom and what's not working.

All of our specialists keep a journal in which they set down the excitement, support, frustrations, success and failures they've experienced. The purpose of the journals is to examine more closely the process of change as the specialists attempt to align their math content and methodology with the NCTM's Curriculum and Evaluation Standards.

I read and respond to each specialist's journal and learn a great deal about the challenges and successes taking place in our classrooms. After reading one particular journal, I had that overwhelming feeling that the correspondence I had "stumbled upon" just had to be shared.

Nancy Demopoulos-Roberts, a kindergarten-second grade teacher at Little River Elementary School and one of our K-3 Mathematics Specialists, had stapled into her journal a copy of her correspondence with Ginger Rossignolo, a teacher (but not a Mathematics Specialist) at Ventura Elementary School.

I think I should point out that our specialists don't usually include their correspondence in a journal. Perhaps they should, though. As you'll see, the message Nancy and Ginger convey is a powerful one. Here are some excerpts from their correspondence:

Dear Nancy: Hello from a very excited (read "overwhelmed") first grade teacher! My first week at Ventura was quite full and exciting. I have 24 lively students who are just precious. I'm really ready to get this stuff out and see if I can actually do what I've been sharing with teachers. I know in my heart that it makes sense. I'm challenged to figure out how to do it on a daily basis in a most meaningful way.

Well, I'm sorry to say that I've not yet finished the resource book, What's Your Problem? but I have read to about page 66! I've gone back a few times to re-read and think about different topics the author presents.

In a nutshell: I think her philosophy is so "right-on" that it gives me goose bumps. It sure ties in with some of the Mathematics with Reason, although not in as pure a sense. I'm going to pursue Skinner's idea about the problem books, and I have chosen a few for starters.

I've also begun realizing the opportunities which arise in children's books and the follow-up discussions which will certainly lend themselves to our own personal problem books. I also agree with her "investigations" and numerous opportunities for children to demonstrate what they found out.

What do you think? Have you already begun this style of mathematical thinking? If so, how has it gone? Seems perfect for a multi-age classroom!--Ginger

Dear Ginger: I was so excited to get your letter. Although I have been reading a great deal, your questions require me to reflect in a way I might not have on my own. I like that! I hope we can share thoughts about teaching throughout the year.

I failed to mention when I so enthusiastically hailed the resource book What's Your Problem? that I wasn't sure I liked the idea of making books into math problems. I like the basic premise and I want kids to view math as problem-solving, but there is something in my reading background that caused me to cringe at the idea of those little books.

I would not object, of course, if kids began that practice on their own, but I could not bring myself to introduce it. Instead, I wrote out problems on a single sheet of paper or chart tablet. The problems came from me, the kids and the books we read. Would it be possible for your entire math program to be problems such as these? Manipulatives would be used solely to help solve the problem you're working on.

By the way, I am thoroughly enjoying Mathematics with Reason. I am about one third of the way through and hope to finish it before I start school. I'll have more to say when I write you again.--Nancy

Dear Nancy: I have gone back to Mathematics with Reason a few times, too, and am amazed at how children have opportunities to just invent how they want to show numbers, signs, symbols, etc. I don't know if I could hold off so long--I just want to teach my students what the numbers are; or better yet, have small groups teach each other as they are playing games, etc. I'm just not that much of a purist.

Anyway, I thought I would send you a book that was recommended as a great way to teach math with color tiles. After looking at it, I was so shocked at how "disconnected" this is to children's lives. I wonder if I would have realized it if I had not done the previous reading? This is definitely a book I don't have any use for. You can just send it back in the courier after you've looked at it. Let me know, though, if you find anything of value in it.

We've enjoyed our first week playing with all the math manipulatives in the classroom. We will continue exploring this week, too, but I might probe a little as I rove.--Ginger

Dear Ginger: I got sidetracked by two fantastic science books. I have always felt my weakest area was science, so I've been on the lookout. If you have a chance, check out Science Workshop: A Whole Language Approach and Doing What Scientists Do: Children Learn to Investigate Their World.

I am jealous that you already have kids and are learning with them. I'm so ready to be in my class with my kids.

Just a thought. Would you be interested in doing a portfolio round-table session with me for a district staff development day early in the year? It would give us a chance to work together and force us to do something about keeping portfolios on our students. Let me know. P.S.: Would it be okay with you if I kept our correspondence in my journal?--Nancy

It struck me that these two teachers were sharing their thoughts regarding professional literature, examining their instructional practices and providing support to each other. They were indeed reflecting on their instruction and, as a result, are going to make a deeper commitment to change.

The message, then, is that communication among teachers is crucial. These letters were indeed "love letters" in our profession. They were written by educators immersed in the practice of learning how children learn. As you can tell, it was a message I felt had to be shared.

TO DIG DEEPER...

What's Your Problem? Posing and Solving Mathematical Problems, K-2, by Penny Skinner, Heinemann, 1991.

Science Workshop: A Whole Language Approach, by Wendy Saul et al. Heinemann, 1993.

Mathematics with Reason: The Emergent Approach to Primary Math. Edited by Sue Atkinson. Heinemann, 1992.

Doing What Scientists Do: Children Learn to Investigate Their World. Ellen Doris. Heinemann, 1991.

Linda L. Levine is Program Specialist for Elementary Mathematics, Orange County Public Schools, Orlando, FL.

Copyright Early Years, Inc. Jan 1994
Provided by ProQuest Information and Learning Company. All rights Reserved