Continuing our focus on improving student learning with a focus on Math and Numeracy, we scanned all of our students to see how they were connecting with math and do a deeper dive in how our students feel about themselves as math learners. Students were asked the following questions: 1) Do you have a favourite math activity?  2) Is there a topic that you wish you could understand better?  3) What materials do you prefer to use to help you with math?  4) When you think about math, how does it make you feel?

Key Points that emerged:

We found patterns across all grades that our students enjoyed doing math activities using multiple types of materials (number lines, Cuisenaire rods, pattern blocks, white boards) and showing their learning through collaborative group work and various math workshops and routines

We found 58% our students have positive feelings about math, while 14% were neutral and felt it was dependent on the math task. 28% of our students had negative feelings about math and felt that it was very difficult and frustrating for them as learners. We also found that our students who identified with math being hard, felt their identity as learner was directly tied to this as well. 

Next Steps include continuing to have a better understanding that we are intertwined with math in school - it is our 'learner identity' ("we are good or bad at it") and how do we build that 'identity as a learner' instead? Planning our lessons with multiple entry points continues to be a focus while using the structure of Math Workshop. Providing choice and creating opportunities for students to play with numbers and extend their learning, as well as having math vocabulary and a math anchor chart with strategies and examples are ways to support all of our learners.