"Unlocking Mathematical Insights: Bridging Key Concepts through Visual Learning and Math Journalling"

The idea that math can be enjoyable is a familiar one. However, after attending a recent training session led by Kathleen as part of the PIE Project, I became genuinely intrigued by the Singapore Math curriculum. Initially, I had doubts about its practicality and how effectively it could be implemented in the classroom. The Concrete-Pictorial-Abstract (CPA) approach sounded perplexing, and questions arose about the use of manipulatives. As the workshop progressed, I became enthusiastic about employing the CPA approach with my students.

Encouraging students to visualize mathematical concepts is essential. Teaching math serves no purpose unless students can translate their conceptual understanding into real-life applications. Base ten blocks and place value disks proved to be exceptionally effective in developing and enhancing number sense in our Grade 4 students. Our challenge was transitioning them from an abstract to a concrete method. While they could express the place value of numbers in words and figures, representing it with base 10 blocks and place value disks initially posed a challenge.

With consistent practice and the Math workshop model, students started making connections and visualizing concepts that they could apply in real-life situations. We also linked the IB PYP key concepts with the curriculum strands. For instance, we asked students a formative question: "What does your house look like?" They were tasked with building a house using base 10 blocks. This led to discussions about the number of bricks used and which house had the most bricks. Students counted using their understanding of place value and base 10 blocks, involving key concepts and mental calculations, including addition and multiplication while observing the bricks and base 10 blocks.

We introduced the Math workshop concept twice a week this year. Students rotated through different stations as they progressed in their understanding of concepts, with each station having a checklist as a guide. Once a student explored all the stations, they had to document their understanding and learning in a journal. Over time, students became proficient at journaling, ensuring that their learning was visible. Math journaling has become a routine in our classroom.

Additionally, we began teaching students how to solve word problems using base ten blocks and place value disks. We observed an improvement in their critical thinking abilities. By now, they understood that there are various ways to solve equations, and they were tackling word problems solely by utilizing base ten blocks and place value disks. Employing the CPA approach and guiding students to use concrete materials before transitioning to pictorial and abstract representations have made our math lessons something all students eagerly anticipate.