Early Math...math racks and reckenreks

Last year our board gave each kindergarten teacher a list of math manipulatives and asked us to choose what we felt our classrooms needed (amazing, I know!).  I remember our Student Success Teacher (a system leader that is assigned to a group of schools to support PD and student achievement) came to me with my list in hand and said "You didn't sign up for any Reckenreks!?!", to which I responded, "I didn't ask for any because I actually have no idea what they are!" (I felt a little vulnerable admitting this, but that was the truth.  I had never heard of them before).  She promptly said "Well, you need them!  I'll put you down for a full class set, and I'll show you how to use them.  You'll love them!".  (funny side note: when I left my classroom for this new position, she is the teacher that went into my room...so she is REALLY happy that we ordered them lol).

I have read the book "Number talks" by Sherry Parrish (click here for link for book) and they use them in there.  I thought that they were useful, and understood how to use them in that context.  But I saw them as limited.  I didn't see them as an invaluable resource.

Over the past 2 days I have had the pleasure of being at a conference with Cathy Fosnot.  If you have not heard of her, check out her website (http://www.newperspectivesonlearning.com/).  She is a well known leader in early math education.

She shared many things with us, in particular the use of "Math Racks" or Reckenreks.  She developed this manipulative many years ago, and now has a company that produces them for her.  When I checked out the prices I was pleasantly surprised :)  (link to Math Racks from Cathy Fosnot's site).  Now, of course budget is always an issue.  If your school is unable to purchase these racks for you, there are many ways to DIY. Here is a link to one teacher's idea (DIY math rack).  Fosnot recommended that if you are going to build your own, keep the colour beads the same as the racks used in the rest of your school.  For example, her racks have red and white beads starting with 5 red.  She mentioned that it would derail learning to have different colours (even in different grades over the years).

One of my biggest learning moments came when she was talking about Math Racks of 5 and 10.  I didn't know that they came in racks of only 5 or 10.  She said that these are the racks we should be using in Kindergarten and early grade 1.  She continuously emphasized the need for students to have a very solid understand of the landmark number 5.  Only once they had this knowledge, then we move to 10.  This left me with realizing that I need to know more about how to discern when a students truly understands 5.  I think so often, we rush this.  We make the jump to 10 because we know we are on a fast moving train with high expectations.  We need to slow down, and ensure this step is not cut short.   I am very interested to look through her units of study and see how she has introduced the model and build students' capacity with them.

There was great discussion about whether Math Racks are better/worse as ten frames.  I know in our board we have put great emphasis on the 5 and 10 frames.  According to Fosnot, the frames are limiting. It is easier for children to imagine the numbers moving, sliding over to compensate (as opposed to on the ten frames where kids have to take it off the frame and then put it back.  With the Math Rack , it is always there, they see if moving.  I don' think this means that we should abandon the 5/10 frames, rather just be conscious not to limit our teaching to this one model.  However, Fosnot would definitely argue (I think) that the Math Rack is a better tool.

Cathy Fosnot has developed 4 units of study for K-1 classrooms (she has ones for higher grades as well), that use solid research into developing mathematics in young learners.  In these units she uses Math Racks, 5/10 frames, and many different models and strategies.  I have not used these myself, but I am excited to share these with some educators in our board and see how they work.

I know that this post isn't giving you the answers of what to do or how to use math racks, but I don't have the answers yet.  My head is swimming with questions fo where to start, how to know when to move on, etc. My hope is that if you have a few moments you will look into Cathy Fosnot's work and contact your board systems leaders to see if you can get your hands on the Cathy Fosnot resources (If you are in my board - all of our SSTs were at the conference this week, so you can chat with them about Cathy Fosnot as well).

I think you will find it time well spent.