Mathematics 6-9: A Curriculum Guide for the Middle Level (September 1996)

Saskatchewan Learning

Personnel, collections, facilities, and budgets in Saskatchewan school libraries vary a great deal, and the quality of school library programs and services is therefore not consistent. Possibilities for resource-based instruction are related to the level of administrative and staff commitment to developing well-staffed and well-equipped school libraries.

Resource-based teaching and learning is a means by which teachers can greatly assist the development of attitudes and abilities for independent life-long learning. Resource-based learning is student-centred. It offers students opportunities to choose, to explore, and to discover. Students who are encouraged to think critically in an environment rich in resources are well on their way to becoming autonomous learners.

It is important for the mathematics teacher to cooperate with library staff to integrate non-print, human, and print resources with classroom assignments. The classroom teacher plans in advance with library staff and respects the library resource centre as an extension of the classroom and a place for active learning. The librarian selects materials for the collection based on reviews in professional journals and invites or encourages the input of classroom teachers. The teacher-librarian, if available, could assist with planning assignments, integrating appropriate resources, and teaching students the processes needed to find, use, and present information.

The library resource centre staff may support the mathematics curriculum by:

• displaying curiosity and modeling open-ended investigation, and problem-solving approaches;
• demonstrating use of electronic networks and databases to link to sources that support mathematics interests;
• organizing and circulating print and non-print resources which support the mathematics curriculum. Resources might include manipulatives, commercial games, videos, filmstrips and films, software, newspapers and magazines, material on spatial objects and geometric forms, reference books containing statistics and other numerical data, maps and globes, scale drawings, and measuring instruments;
• maintaining a resource file of speakers and presenters in the community who can contribute their mathematics career experience to the classroom;
• assisting the mathematics teacher to set up learning stations in the classroom or library using library resources;
• cooperating with the mathematics teacher to teach students methods of library organization including computerized systems and practical uses of indexing of all kinds;
• providing resources for students at all levels of ability including exceptional children;
• maintaining a collection of professional materials on subjects of interest to mathematics teachers;
• providing a link to information electronic databases and materials from other libraries, the central board office, universities, museums, governments, and industry;
• providing enrichment materials that anticipate students' interests such as books of puzzles, mathematical games, material on crafts and hobbies using mathematical principles, magazines that deal with mathematics/science, sports records; and,
• providing interdisciplinary experiences to help students comprehend and anticipate the links between mathematics and other disciplines and areas of study.