At our May Pro-D, staff spent time looking over to find patterns in our latest school scan that had a Numeracy lens. We noticed our students had stretches when asked to communicate their thinking on a deeper level and to show their learning in more than one way. Taking risks and being playful with numbers are also areas we find our students requiring support, modelling and encouragement with.

Key Points that emerged when looking back at our scans and the year:

Staff Noticed that our students:

• Generally were positive towards math
• Students felt they were supported by their teachers
• Have a general understanding of where math lives (i.e., school, home, shopping)
• Mostly rely on their teachers or peers for support when stuck in their learning
• Enjoy math games that were hands on
• Felt more comfortable sharing in smaller groups

Staff Wonders:

• When stuck, how do we have students access multiple learned strategies, rather than immediately seeking teacher or peer help?
• How do we continue to build in flexible thinking and being open to multiple ways to solve a problem?
• Having a better understanding that we are intertwined with math in school - it is our 'learner identity' ("we are good or bad at it").
• How do we build that 'identity as a learner' instead? Belonging and connection to math learning.

Early ideas for Next Steps:

• Incorporate a Numeracy lens when doing Family Teams next year (Nature walk "Where do you seem math in our community?")
• Being intentional to have manipulatives accessible for students to access during lessons
• Being more visible with our learning - each division displaying their evidence of learning in math with 11x17 tableau posters
• Monthly school-wide interactive math bulletin board (i.e., number talks, fraction talks, puzzles, slow reveal graphs)
• Continue to build our teacher math resources, as well as build our picture book library that has a math theme
• Continue to access our District Math Consultant for lunch & learns and evening interactive math evenings