More Than Math :
Using Math to Foster Social-Emotional Growth in Saint David ’ s Boys
By Ima Abia and Debora Farley
Boys , hard at work and having fun , increasing their mathematical toolkit and expanding their social-emotional skill set .
It ’ s a common assumption that mathematics and social-emotional learning are separate , but they are in fact , highly interconnected . High quality instruction facilitates the development of important skills , such as self-confidence , emotional regulation , collaboration , perseverance , and effective communication . Taking that into consideration , how can we effectively structure our math classes , specifically during the early years , in order to fulfill our dedication to nurturing lifelong learners ?
In our pre-primary and Lower School math programs , we offer a combination of whole-group , small-group , and independent work activities with a focus on problem-centered learning . We begin class as a whole group with a problem posed by the teacher . Students are given “ think time ,” which allows young learners to independently consider their mathematical strategies . This pause is critical , as it builds confidence and increases participation , particularly for students who need more time to think . After considering their answer , boys often share their thoughts with partners before discussing strategies and ideas with the entire class . To help with scaffolding , teachers can provide prompts and mathematical vocabulary cards to help students explain their thinking . While many people believe that speed and precision within calculations are the most important math skills , we believe that strong mathematicians must be able to explain their thinking .
In her Pre-K Pi classroom , Cathy O ’ Neill read aloud Ladybug Countdown , a story about 10 little ladybugs making a journey , with one ladybug at a time leaving , until there were none . While Cathy read each passage aloud , the boys engaged in active reenactment using counters and mats . As the boys modeled their mathematical thinking , Val Hazenberg walked around to check in with students , helping them with the number of counters or posing a more challenging question , such as “ How many ladybugs are missing ?” Cathy paused after each page to pose the central question , “ How many are left ?” For example , she read “ Nine little ladybugs looking for a mate . One rested on a rock and then there were …?” The children exclaimed , “ Eight !!!” Then she invited volunteers to explain how they figured it out . One student volunteered , then said , “ I can see four and four . That ’ s eight !”
18 • Saint David ’ s Magazine