Mathematics Workshop: Mathematics Class Becomes Learner-Centered is a well-written article about using math workshops as a tool to facilitate mathematical learning in elementary classrooms. It argues that writing workshops, in which students are given freedom with time and materials to develop their writing skills, have been found successful, and math workshops would be of equal value. The same ideas that make writing workshops successful can make math learning exciting. According to this article, research shows that there are three learner-center components that math workshops revolve around.
             First, math workshops encourage children's learning by allowing them to choose the areas that interest them. A child will be less likely to learn if he or she is forced to participate in an activity that he or she finds boring or uninteresting. However, when given the choice of what to do a child will choose activities that interest them, that are on their level developmentally, and that motivates and causes them to want to learn.
             Secondly, math workshops revolve around the use of manipulatives. This is important because manipulatives give children the physical connection to mathematical ideas that they require. Research has shown that children use manipulatives that interest them and encourage learning when allowed to choose their own manipulative activities.
             Finally, reflection is a major part of learning in math workshops. When given the chance to reflect on themselves and their work, children are able to process and organize their newly acquired information and retain it with more efficiency. After stating why math workshops are an excellent method of teaching mathematics, the article gives the workshop's three-part format in easy-to-understand steps. The minilesson, activity period, and reflection time make up the math workshop. The minilesson is the short lesson given prior to activities that, according to student need, gives i...