1. Thought Communicator
1.1. Communicating mathematical thinking through problem solving, reasoning and proving, reflecting, using thinking tools, connecting and representing to gain a deeper understanding of concepts
1.2. Students should engage in meaningful math discussions, where they are not only sharing their ideas but also building on others' opinions
1.2.1. This reminds me of Number talks during whole group learning.
1.2.2. Curriculum links
1.2.2.1. 15.7 explore and communicate the function/ purpose of numbers in a variety of contexts
1.2.2.2. 17.2 communicate an understanding of basic spatial relationships in their conversations and play, in their predictions and visualizations, and during transitions and routines
1.3. This is someone who challenges the ideas of others by applying knowledge to reflect on their own thinking and on other's through questioning
2. Critical Interpreter
2.1. Adopting a critical numeracy lens to apply mathematical knowledge and skills to challenge the power in the usage of numbers
2.2. For example: using a critical lens in practical situations to examine the role math plays in the word and the bias and perspective of others
2.3. Students need to adapt a critical attitude of viewing the world. this way, they can consider multiple viewpoints to better understand the world and how it is perceived.
2.3.1. We can achieve this in kindergarten by asking the students questions to consider different sides of the story. For example, if I made a survey about their favourite superhero, we could discuss how there was no option for those who did not. I am pushing my own interests on the students by asking this and not giving any other option.
2.3.2. Curriculum links:
2.3.2.1. 19.3 respond to and pose questions about data collection and graphs
2.3.2.2. 27.2 think critically about fair/unfair and biased behaviour towards both themselves and others, and act with compassion and kindness
2.4. This is someone who asks questions that challenge attitudes, beliefs, biases, and perspectives that may lie beneath the surface of the information presented.
3. Sense Maker
3.1. We do this in order to develop and consolidate conceptual and procedural understanding.
3.2. Making sense of mathematical patterns, operations, computations, procedures, relationships and language.
3.3. In kindergarten, I'm looking for students who use the strategies I have taught and can solve the problem given. For example, they can use addition strategies and find the answer. They may be able to explain to me how they did this and why, or draw a picture.
3.4. To promote this role, educators must foster skills such as exploring, investigating, reflecting, analyzing, justifying, reasoning, interpreting, and drawing conclusions
3.4.1. These skills align well with inquiry projects. When they are playing with blocks, they are exploring, reflecting and trying new ways of constructing. With educator involvement, they might also be able to reason, interpret, and analyze before drawing conclusions about their structure.
3.4.2. Curriculum links:
3.4.2.1. Overall 13. use the processes and skills of an inquiry stance (i.e., questioning, planning, predicting, observing, and communicating)
3.4.2.2. 15.2 investigate some concepts of quantity and equality through identifying and comparing sets with more, fewer, or the same number of object
4. Skill User
4.1. Recognizing and knowing when and how to apply number operations,computational strategies and procedures
4.2. A skill user also uses mathematical conventions and vocabulary to express and organize ideas and mathematical thinking
4.3. Uses procedural fluency using procedures such as simplifying, solving and evaluating
4.3.1. Curriculum expectations
4.3.1.1. 15.10 investigate addition and subtraction in everyday experiences and routines through the use of modelling strategies and manipulatives and counting strategies
4.3.1.2. 18.4 create and translate patterns