Number Sense Routines summary

Understanding Number Sense

In Number Sense Routines, Jessica F. Shumway introduces us to the concept of number sense, which she defines as a student's ability to work flexibly with numbers. She emphasizes that this ability is not innate but can be developed through regular practice and exposure to various strategies. Shumway believes that fostering number sense is crucial for students to become proficient mathematicians.

Shumway's book is designed for educators of students in grades K-3, but the concepts and strategies she shares can be applied to older students as well. She begins by breaking down the different components of number sense, including subitizing, counting, number relationships, and operational strategies. She also emphasizes the role of visual representations and hands-on experiences in developing number sense.

Implementing Number Sense Routines

The core of Number Sense Routines is the introduction of 5, 10, and 15-minute routines that teachers can use to develop their students' number sense. These routines are designed to be quick, engaging, and easy to implement. They include activities such as counting collections, number talks, and number strings, all of which are aimed at building students' fluency with numbers and their understanding of mathematical concepts.

Shumway provides clear guidance on how to introduce and facilitate these routines in the classroom. She emphasizes the importance of creating a safe and supportive environment where students feel comfortable sharing their mathematical thinking. She also highlights the benefits of consistency, suggesting that these routines should be part of the daily classroom schedule.

Real Classroom Examples

To illustrate the practical application of her routines, Shumway shares numerous real classroom examples throughout the book. She describes the experiences of various teachers and students as they engage in the routines, highlighting the positive impact these activities have on students' mathematical understanding and confidence.

Shumway also includes transcripts of student conversations during number talks, providing valuable insights into the thought processes of young learners as they grapple with mathematical concepts. These examples serve as inspiring evidence of the power of consistent number sense routines in developing students' mathematical thinking.

Assessment Strategies and Reflective Practice

In the latter part of Number Sense Routines, Shumway discusses assessment strategies and reflective practices for teachers. She emphasizes the importance of ongoing formative assessment to inform instruction and track students' progress in developing number sense. She provides practical suggestions for collecting and analyzing student work and conversations as a means of assessment.

Shumway also encourages teachers to reflect on their own practice and seek opportunities for professional growth. She suggests using video recordings of classroom routines to observe and analyze teaching strategies and student responses. This reflective practice, she argues, is essential for continuous improvement in fostering students' number sense.

Conclusion

In conclusion, Number Sense Routines is a valuable resource for educators seeking to develop their students' mathematical fluency and understanding. Shumway's emphasis on the importance of regular, purposeful routines in building number sense is supported by research and her own classroom experiences. By providing clear guidance, real examples, and assessment strategies, Shumway equips teachers with the tools they need to implement effective number sense routines in their classrooms.