This week, I had a great time working with the students and teachers at St Brendan’s School in Boston. Equivalent Fraction can be tricky, and we had a lesson study on how to incorporate the Concrete- Pictorial- Abstract approach in the lesson.
Apart from the C-P-A approach, we also focused on journaling at the end of the class. Metacognition, which refers to the children’s awareness and the ability to monitor and control their own thinking, is one of the five supporting pillars of the Singapore Mathematics curriculum framework. Journaling provides a great venue to reflect on the goals of the lesson, nurturing our students to be independent and taking charge of their own learning. It also provides a gateway for teachers to unfold misconceptions that students have at the end of the lesson.