Final Reflections

This course pushed me out of my comfort zone and made me think more deeply and broadly about things I hadn’t really considered before; and for that I am very grateful. Looking back over my past blog posts, I find it difficult to summarize succinctly what seems like years of experiences crammed into a few short months. A few favorite moments that come to mind are my times in the garden, especially my “sit-spot”, and listening to Jo Boaler and Frank McCourt. I loved the calmness I discovered in the garden, and the creativity it allowed. Some of the experiences outside, like drawing and writing creatively, brought me much joy and helped me realize the importance of giving myself balance in the things I do. It’s now something I hope to expose my own students to one day.

A lot of what I’ve gotten from this class is the experience of joy that open-mindedness can bring, and how learning experiences can be anywhere – not just in textbooks. Frank McCourt told us that in teaching “you’ll always have resistance,” but this course has helped me see this as an opportunity rather than an obstacle. I’ve learned the importance of practicing what I hope to preach, by being open to new learning experiences, taking on challenges and embracing mistakes. The latter has always been difficult for me, and I think this course has helped me get a little more comfortable with my own limitations. Honestly, it’s still a struggle but I am beginning to accept that I don’t have to do or know everything; I just have to try. I really appreciated learning about math anxiety from the Jo Boaler talk; that it can affect our ability to think through mathematical problems, and that speed has no bearing on ability. I loved the idea that that "every time a student makes a mistake, they grow a synapse;” that making mistakes is actually good for our learning process. The idea of fixed and growth mindsets also helped me learn a lot about myself and why I react the way I do in certain situations. It also made me realize how important it is to allow my students to make their own personal connections to the subject and have their own reasons for being successful and what success may look like for each of them.

I think the course helped me appreciate what inquiry is and the value of it in my future teaching. I enjoyed all the classes and felt I took away something valuable from each of them. The only suggestion I have for possible “improvement” would be to use Canvas at least in addition to the blogging. I found it a little frustrating to have to scroll through blog posts to find what I had to blog about for an entrance or exit slip as sometimes some of the posts did not appear on the class blog or were not in order. I would often have to go into the back end of the blogger site and look through each post to find what I had to do which, given the number of courses we had to do this term each with their own sizeable amount of readings and assignments, was frustratingly time-consuming. At times, I had set aside time to do a blog post but could not access the reading which was frustrating. Also, having each of the students have author access to each other’s blogs was quite cumbersome and resulted in us having to scroll through over 60 blog sites every time we had to find our own and make a new post. I even posted some of my blogs on my peers’ sites by mistakes at times or found they had done the same. Conversely, our other courses on Canvas made finding assignment details, lesson topics, and submitting assignments very quick and straight forward. While I did enjoy the writing and reflection of the blogs, I think this could be done on Canvas without losing any of the benefit.

Reflection on Inquiry Project

 

I have really enjoyed this inquiry process so  far, and I feel that I've learned a lot. There are a few things that really struck me during the research process.  I loved the quote from Erin Kline, a teacher at Fraser Academy, whose presentation I attended: "Kids with dyslexia, see the forest and the trees." These words really affected me because it's how I see my sons. They see the world in such a beautifully different way that really is a gift; the struggles they face with the simplest of tasks creates amazing creativity and invention. However, it also perfectly describes the difficulty in seeing a clear message when being overwhelmed by so much extraneous information in the way of inefficient cognitive processing.

A huge takeaway for me was that every teacher and specialist I spoke to or heard from, reiterated the message that adaptions for dyslexia were "just good teaching" and would benefit all students. This is frustrating, because it's not always being done, but also very hopeful because it needn't be reliant on funding, time or vast amounts of training for teachers already in the field.

When my son was first diagnosed with dyslexia (about 16 years ago), I did a lot of research on what dyslexia was, its manifestations, causes, and how it could be "overcome."  Honestly, this process was not very thorough as I had four young children to care for, and I was quite distracted with worry and concern about my son's future. When I was preparing this project I realized how little (if any) research I have done about dyslexia since those initial panicked days or weeks; and how all of my time and effort has been in advocating for my son in his schooling. This surprised me, and then made me realize how much of a disconnect there is between researching and understanding dyslexia and helping students with dyslexia succeed in school.

My interview with the VSB literacy enhancement specialist was extremely valuable for me. She gave me several  names of educators who have done active work to help students with dyslexia and was able to pass on insights from several different schools. I was only able to look into these resources superficially, and so I'm excited to have more time to learn about them further. What was really interesting to find out was that although there is a strong advocacy and support system in place for literacy support, there is no equivalent in mathematics. I believe there is an great need for such a program and hope to delve deeper into what such a program could look like and how it could be implemented and executed. The specialist told me that she thought a math support program may have been attempted in one of the school districts (not VSB) but she was unclear on the details. This is definitely something I want to find out more about.

I loved the research studies that I read, and felt I only touched the surface in this area. There's so much information to be learned from the scientific research and also the practical "on the ground" strategies that have been tried and tested for decades. Although, I want to dive into the research and learn more about current teaching and scaffolding strategies, I think the area that may be most exciting is the sweet spot in between these two and, again, how to implement a program like the "Reading Recovery" program for literacy but for math into schools.

Here is a link to my Inquiry Project presentation.

Inquiry Project: Annotated Bibliography

Andreassen, R., Jensen, M. S., & Bråten, I. (2017). Investigating self-regulated study strategies among postsecondary students with and without dyslexia: A diary method study. Reading & Writing, 30(9), 1891-1916. https://doi.org/10.1007/s11145-017-9758-9
This paper compares study strategies (as listed in a diary) between post-secondary students with and without dyslexia. I am interested to learn which strategies were useful, the differences they made, and whether they can be applied to high school students.

Black, J. (2010, May 8). In Their Right Mind. New Zealand Listener, 18-21.
This is a popular magazine article on well-known people who have dyslexia. I think this will help provide background information, context, and a positive perspective that could later we shared with students.

Cawley, J. F., Hayes, A., & Foley, T. E. (2008). Teaching math to students with learning disabilities: Implications and solutions. Rowman & Littlefield Education.
This book approaches the teaching of mathematics from the perspective of adapting the entire pedagogy of mathematics so that it is meaningful and accessible to students with learning differences, rather than find access points and adaptations with a current curriculum. It aims to go beyond helping these students, but to use mathematics to help them develop cognitive and linguistic skills. I am particularly interested in their detailed treatment of word problems.

Chinn, S. (2020). The Trouble with Maths: A Practical Guide to Helping Learners with Numeracy Difficulties (4th ed.). Routledge. https://doi.org/10.4324/9781003017714
This textbook presents various learning differences that affect mathematical learning and offers techniques to help students with dyslexia and other learning differences be successful in mathematics. This is a key book for providing context and a comprehensive treatment of the field of alternate learning and teaching strategies for students with learning differences.

Davis Dyslexia Association International. List of Dyslexic Achievers. https://www.dyslexia.com/about-dyslexia/dyslexic-achievers/all-achievers/
This is a list of famous people who have had(have) dyslexia, and it’s a great resource to give an audience insight into the potential a student with dyslexia has; and it’s an encouraging message for students who have dyslexia.

Hannell, Glynis. (2013). Dyscalculia: Action plans for successful learning in mathematics. Routledge.
I am interested in learning about dyscalculia, how it differs from dyslexia, and if any of the techniques used to help students with dyscalculia can be used for those with dyslexia.

Henderson, A. (1998). Maths for the dyslexic: A practical guide. David Fulton.
This book gives a detailed and comprehensive account of teaching strategies that can be used to help students with dyslexia in several specific areas of mathematics: number, algebra, shape, space, measurement, data.

Jane Roitsch, Silvana Watson, An Overview of Dyslexia: Definition, Characteristics, Assessment, Identification, and Intervention, Science Journal of Education. Vol. 7, No. 4, 2019, pp. 81-86. doi: 10.11648/j.sjedu.20190704.11
This is a frequently cited paper on dyslexia from a technical psychological perspective. I have chosen this article because it gives an extensive overview of dyslexia, its characteristics, assessment and identification, and in particular it addresses intervention techniques.

Leong, C. K., & Jerred, W. D. (2001). Effects of consistency and adequacy of language information on understanding elementary mathematics word problems. Annals of Dyslexia, 51(1), 277-298. https://doi.org/10.1007/s11881-001-0014-1
This is an interesting paper on how the way word problems are constructed, and the language used in them, can affect all students and those with dyslexia. They also investigate how students cognitively process these word problems which can provide much insight into how to support students with learning differences.

Sandman-Hurley, K. (2013, July). What is Dyslexia? [Video]. TED Conferences. https://www.ted.com/talks/kelli_sandman_hurley_what_is_dyslexia
A short informational video to help the viewer appreciate dyslexia. This gives good background information and may help me relate this topic to an audience.

Soiffer, N., & Larson, J. L. (2020). Rainbow math: A case study of using colors in math for students with moderate to severe dyslexia. (pp. 401-409). Springer International Publishing. https://doi.org/10.1007/978-3-030-58796-3_47
The authors investigate whether differences in font, colour and spacing influence the performance of students with dyslexia. This is interesting because it covers a few strategies that could potentially aid students with dyslexia in the classroom.

Turner Ellis, S. A., Miles, T. R., & Wheeler, T. J. (1996). Speed of multiplication in dyslexics and non-dyslexics. Dyslexia (Chichester, England), 2(2), 121-139. https://doi.org/10.1002/(SICI)1099-0909(199606)2:2<121::AID-DYS31>3.0.CO;2-V
This paper compares several aspects of how students with dyslexia perform multiplication compared with students who do not have dyslexia. This interests me because it provides insight in how dyslexia may affect mathematical ability and performance.

Keeping the doors open for everyone

I like to think of the question as being: how can we, as teachers of math and science, provide a learning environment that is welcoming and inclusive to everyone no matter who they are.  I appreciate that equality fails to address the inherent disadvantages some societal groups face, but I think, as teachers, we should want to nurture, engage, connect with, and appreciate what every one of our students may bring. As a woman who took math and physics in the 80s and 90s, I am unfortunately familiar on just how destructive sexism can be to a career and self-confidence. It is probably one of the main factors that caused me to leave academia. However, as a mother of three sons, I would be very upset to hear that, in an attempt to right past wrongs, a teacher would encourage them less than another student based on their gender. I remember seeing a flyer advertising an opportunity to learn about being a firefighter. My young son, who had his share of struggles with self-esteem and difficulties at school, was extremely excited. I called the number and was told that he could not register because of his sex. While this action may have been trying to brute force a solution to a real systemic problem, it used the same weapons that perpetrated the initial wrong doing.

 I have tussled with my thoughts on this question a lot, but I think my belief is that we should acknowledge that there are certain students who may have an instinctual reticence for the subject based on societal factors, and actively do our best to neutralize those preconceptions and increase their comfort and self-esteem with the subject. However, I do not want to push some students at the expense of others; I hope to get to know all of my students and seek to find ways to help them all realize success. I looked up my physics department from my undergraduate degree and there is now 10% of the faculty who are women compared to a single female when I studied there. I do not think that is much of an improvement, but I am not comfortable forcing a a biased solution.

In my classroom I want to provide examples of mathematicians of all genders, races and cultures. I also want to be aware of any subliminal message on race or gender any of the materials and resources I use may carry. I hope to constantly question myself about any inherent biases I may have and make sure I do what's in the best interests for each of my students. I also don't want to ever make assumptions on whether a student may or may not be interested in learning more or pursuing further in the field, but instead try to offer encouragement to all of them. I'm all too aware of how one single thoughtless comment on a teacher's bad day may change the course of a student's life.

Inquiry Project: Addressing Dyslexia in Math Education

 

I am interested in this topic because two of my sons have dyslexia and their high school experiences in mathematics have generally not been positive because of this. When one of my sons was in elementary I homeschooled him for a couple of years because I found that the school system could not accommodate for his learning differences. During that time I did some research on some tools to help students with dyslexia, but the main recommendation I found was to make sure his own self-confidence and esteem did not suffer. I learned that dyslexia has nothing to do with intelligence, and in many cases students with dyslexia will be able to find their own coping strategies to help them get through, or succeed at school. The most damaging effect of this learning difference was the toll it took on the student's confidence and self-image. Many of these students who are not diagnosed or given support believe they are not as intelligent as their peers. These students also encounter invisible hurdles that our education systems unnecessarily puts into place. Just giving a student larger squared paper can make a huge difference.

One of my sons consistently 'failed' mathematics in his grade 11 and 12 years, and was even asked to drop out of his grade 12 pre-calculus class. he remained in the class and won a math prize in his second year studying math at university. When I asked him what the difference was between high school and university math he told me that "high school math was difficult for me because the teachers made learning it difficult, but math at university is difficult in a fun way because it's the subject that's difficult." One of my main motivators for becoming a math teacher is because of my sons experiences and the realization of the difference a teacher's attitude can make in a child's future.

Presentation Link: Here

Performance Prisons

My "student bird" gets both motivated and extremely stressed about assessments and grades. I completely relate to the student comments in the Sarte and Hughes paper as grades and peer competition being a powerful motivator. I remember always wanting to know what everyone else got on an exam seconds after I received my mark. However, I've become increasingly aware of the stress the grading process puts me under and how that stress is related to the methods of assessment. A continual assessment approach, and especially assessments that are done in your own time, e.g., essays, give me much less stress compared with formally constructed assessments given under a time constraint. It's significant that my knowledge of coursework, or even interest and enjoyment of the work, has little effect on my stress level as compared with mode of assessment. However, I also find that when I'm told nothing will be assessed, my intrinsic motivation is crucial on what effort I put in, not external duty to complete the course.

As a teacher I do recognize the importance of using assessment as a measure of my effectiveness, and a gauge about my pacing and content. I am acutely aware, however, how a grade may not be a reliable representation of a student's knowledge or ability. I agree with the authors in that we should think carefully about why and what we are assessing and its effects on students. Though I find assessment necessary I do think we can do a lot to reduce its negative effects by seeking student input in how they want to be assessed and giving them qualitative feedback over quantitative. I do think that the article has an inherent bias towards high performance and highly motivated students because it was conducted on grade 11 physics students. This selection bias may minimize the motivator concerns, as all of these students were interested in pursuing post-secondary education. In another group of students, removing assessment altogether may remove significant motivation to participate in the course.

The more I learn about assessment, its lack of equality and negative effects on social and emotional health, the more I am inclined to rely more on learning maps and track my students' individual learning journeys. I do not agree with ranking students, even though some students may use this as a strong motivator. I think ranking students based on some particular aspect of their abilities, or their ability to display that ability, is not humane and does not fit in with the type of world I want to work towards building. While I anticipate resistance, I do hope to minimise marks and letters grades in my teaching and focus on effort and understanding.

A Multidimensional Approach to Mathematics

 I really enjoyed today's class and got a lot out of both talks, particularly Jo Boahler's. Ironically, a classmate and I had just shared with our group that we find we need more time to learn things, and 'lessons' where we are expected to pick up a concept quickly in class and then start performing places a lot of pressure and anxiety on us. I found just hearing someone describe having a similar learning process to mine eased a lot of anxiety for me about this. Joe Boahler's talk then reiterated this concept that maths shouldn't be  concerned with the speed that students perform. I got so much value and comfort in learning that anxiety actually affects our brain in a way that we cannot access our mathematical knowledge. I've experienced this so much in my life, and it's been quite damaging to my confidence at times.  I loved hearing how valuable mistakes were and that "every time a student makes a mistake they grow a synapse." How wonderful and amazing that is to hear, and find that scientific research enforces it. It's not just ok to make mistakes - it's actually good for us! I feel so strongly about this, and it's one of the most important things I want to teach my students.

The differences between growth and fixed mindsets really resonated with me too. I am definitely the poster-child for the fixed mindset, and just hearing about how that came to be and how it affects my thoughts on myself is quite freeing. I was praised for each high mark I got, and eventually life somehow became only about attaining the next highest mark. There was tremendous pressure and little joy in living like that as I was only ever as 'good' as my latest mark. It's really given me a lot to process and think about in terms of how I view myself, and how I want to influence my own kids and students.

I agree wholeheartedly with Alfie Kohn. I too think assigning numbers and grades to students gives a skewed impression of what learning is about. Without having them discover their own  reasons for doing things and natural interests we turn learning into a mechanical process of memorization and regurgitation. I think systems like this are exactly why I got to a point in my life and realised I had completely lost touch with what I actually liked doing.