Building Powerful Numeracy

Ever wonder what students do with all of the mathematical strategies they learn? How the work with models carries through to higher mathematics? Pam Harris, an MLC consultant and friend, has written a book, Building Powerful Numeracy for Middle & High School Students that outlines the major numeracy strategies and how they impact higher mathematics. With classroom vignettes and examples, Building Powerful Numeracy is a concise explanation of why students should be encouraged to construct relationships among numbers and use those relationships to solve problems. I asked Pam to share more with blog readers.

Question: Tell us a little about the book.

Pam Harris: As a former secondary teacher, when I began to work with the elementary research and wonderful resources like Bridges, I could see the connections to higher math. There are so many reasons to engage in learning the Bridges way that go beyond the elementary classroom. More students can be more successful in higher mathematics if they have the foundation of models, strategies, conjecturing, discussing and justifying their ideas. I wanted to share that success with secondary teachers.

Question: As a secondary teacher, do you have thoughts about gifted students? How do you see this applying to them?

Pam: Actually, it's interesting. By giving students the freedom to think flexibly with an eye toward efficiency, gifted students get the chance to fly. These students enjoy seeking out clever and sophisticated strategies. They are pushed to generalize which strategies work best for which numbers. Because they are justifying their thinking, they are learning to communicate and work with others, which can be a challenge for some gifted students.

Question: Would elementary teachers be interested in reading the book?

Pam: This book can be helpful to teachers because it outlines the strategies to work toward. It gives examples of activities that work with students at all levels.

Question: What about teacher leaders, coaches, and curriculum directors?

Pam: It can be especially helpful for leaders because it puts all of the operations and strategies in one place. Leaders can see the vertical connection between the strategies that elementary students are developing and the higher math that they will soon be learning. Leaders gain support for curricular and pedagogical decisions because they can back up their choices with the higher math connections.