Math Centers
Overview
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions. Having centers or stations with activities that students can do independently and with peers supports differentiation and allows them to meaningfully practice their math skills. When students are engaged in these centers practicing current math material or moving to more advanced concepts, teachers also have the opportunity to work with a small group who needs an extra lesson.
Example: Use This Strategy in the Classroom
Watch how this middle school teacher uses math centers in her classroom. The video explains what students are doing in each center. Her class is divided into three stations: a small group lesson with the teacher, students using Chromebooks to work with a math product, and students using I-pod touches to work on various math apps. As an extension, some students work on creating projects that their classmates can learn from.
- Math games and manipulatives can be used to target specific math skills.
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Additional Resources
Additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.
Factors Supported by this Strategy
More Instructional Approaches Strategies
Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Teaching students to recognize the structures of algebraic representations helps them transfer solution methods from familiar to unfamiliar problems.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their Algebraic Thinking and intentionally tackle problems.
The flipped classroom has two parts: cooperative group activities in class and digitally-based individual instruction out of class.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their math work.
Using multiple methods of assessment can help educators gain a comprehensive understanding of learner progress across a wide range of skills and content.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
Untimed tests provide students the opportunity to flexibly and productively work with numbers, further developing their problem-solving abilities.
Writing that encourages students to articulate their understanding of math concepts or explain math ideas helps deepen students' mathematical understanding.
