2014: My Mathematical Inquiry is centered around
Chapter 3 - Building on Students Thinking
Effective Pedagogy in Mathematics
This is a years roll out...
Starting January 2014 - December 2014
Please be patient as you scroll to the latest update.
It just seem odd to blog it all backwards!
I mentioned my 2013 Math Inquiry on this blog when I was first wondering about the potential legacy that Sugata Mitra's ideas may have on 21st century teaching and learning practice. This years inquiry has me working towards being more explicit in my understandings. The greatest difference between 2013 and 2014 Teaching Inquiry is my establish maths program called Maths Like a Pirate
The Inquiry process as a pictorial:
Questions of student agency
Theses questions remind me of Michael Young's talk titled
Powerful Knowledge, Knowledge of the Powerful
For this teaching Inquiry, my understanding of 'Building on Student Thinking' has two pathways....
1. Starting from the knowledge that the a student has and through 'learning progressions' building individual thinking.
2. The second understanding is about the importance of building student thinking with others. The key is to create something new by working with others. 'Utilizing the third space' The spaces in between. Taking into consideration the role of knowledge in the 21st century.
Both understandings are needing to nudge into play the understanding that Students are no longer consumers but producers of knowledge.
How can I use students mathematical knowledge to engage in tasks and conversations that relate to everyday experiences and problems?
Questions (from Te Toi Tupu)
Focus on the Inquiry
What should my students achieve?
Where are they in relation to the school's goals and priorities?
What do they need to learn next?
Which teaching strategies will support the students to achieve the identified outcomes?
What learning happened for the students?
What will we do next to ensure that they continue to achieve?
How will you address the Inquiry in your class?
Circumstance: Students not able to explicitly talk about where they see maths in the living world.
I asked where is the Maths?
Circumstance: Students doing Number problems in small groups. I asked How did you find your solution? Their constant response was in my head. I guessed. And yet.. their solution was correct.
Circumstance: During Pirate Challenges students language was limited when reflecting on the questions afterwards.
Circumstance: Regardless of stage/ ability Students are forgetting to start from the largest number when using addition.
Circumstance: Students had difficulty in identifying small and large numbers.
Action: Used lego blocks to show a number. eg. a tower of five blocks, a tower of 10 blocks. Which number is biggest? Which tower is biggest? Increased the numbers. Replaced the word biggest with the word largest. Made this into a game.
Result: Students showed increased confidence when identifying small and large numbers. Students had alot of fun!
Circumstance: I realized students did not know that the words biggest and smallest were part of mathematical knowledge
Action: Created a daily Mathematical vocabulary brainstorm as part of morning 'hotspot'.
Result: Students contributed the following words: square, circle, plus, minus, less, difference, measurement. Students were very unsure about mathematical vocabulary and almost shy to contribute.
Circumstance: Students who I expected to be settled were unsettled.
Action: Decided to do a JAM assessment on students who were the most disengaged. Needed to check was the base line data still correct.
Result: Base line data indicated a need for extension
Circumstance: Following up from term one. Time to collecte base line data on knowledge of Mathematical vocabulary.
Action: Base line data of Mathematical Vocabulary colected through out the week.
Results: Daily increase of identification and use of mathematical vocabulary! Huge Success! Largest number compiled was 57 words in ten minutes!
Will collect again in week nine of this term.
"Ideas for designing this bridge came from @MsEsClass in CANADA. Our Bridge works with fractions. Can you see a half? " - Devin
" You've got a bit of a cube going on here." Ihaia
Result: This Math Pirate Challenge was one of the best pirate challenges to date. Students were successfully applying their knowledge of fractions and attributing the start of their ideas to influences out side of the classroom. The students are starting to realize that using their Math Knowledge they can start to improve on other students ideas.
Completed Star images are on their way.
Watch this space!
Term Three 2014
My Mathematical Inquiry is centered around
Chapter 3 - Building on Students Thinking
Effective Pedagogy in Mathematics
My central objective for term three is for each of my students to improve in their additive strategies.
All the students are wanting to get faster at their basic facts.
Base line data = JAM test and anecdotal evidence.
Students first day back from holidays and I wanted to find an activity that would allow them to use their fractions vocabulary and introduce them in a playful way to their term of 'amplified additive strategies.'
Made oragami, guess my lucky number games with simple single digit addition and subtractions inside.
Students spent 20 minutes testing each other.It was Maori Language week so they played the game using maori language vocabulary.
The second result was, when folding the paper they used their math vocab from term 2. Vocab used: line, half, centre, corner, quarter, triangle, square.
No launch pads. A happy math humm.
Why do we play SUMDOG?
What do you think would be the most useful activities for you to play and why do you think that?
The Strategy Teaching Tool
Action: This week we worked with double digits using blocks of ten and single blocks. As well as sticks of old fashioned chalk and a lot of carpet space.
The two students I was concerned about were able to identify and build two digit numbers and see patterns using their addition skills. All the students were engaged and enjoyed doing their number work on the floor. When using their mathematical vocabulary there appears to be a mix up in understanding what a set is and what a group is. The interchanging of these words may be acting as a speed hump to moving forward. How many groups of ten are in the number 22?
The other result: Cleaners were not so happy. Next time use white chalk and do it outside!
Will certainly be doing this activity many times in different ways.
A great warm down may be to show a number using cubes and students to find it on the hundreds board.
(I will find the game instructions and post here - this game is an absolute must. Great game when all you have is a pack of cards and so easy to extend into larger numbers and decimal work.)
This photo is off seniors playing the same game.
The game is extended by adding a decimal. NOTE: little plastic pig = decimal!
I need to add here in WK 8
The class participated in THE DOT CLUB International dot Day.
finding fractions and number patterns using dots for
"My number is 12.
1/6 of my dots are blue". Leah
Result: Students took turns asking Questions using their mathematical vocabulary. One student at the end of the Mystery Skype said we could have added a Geometry question. We could have asked what shape is your country. Is your country look like a square or an oblong? I was very happy that students were again seeing that Math is every where and time and its relationship to world time clocks is a significant part of our lives. Students talked at length that when it was a 9:00am on a Spring day in NZ it was the end of a summer afternoon in Canada. Mystery Skype with Math focus was stunning!
Here is where I dropped the ball.