1 teaching as the directing of attention and learning as the transformation of attention 2007 john...
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![Page 1: 1 Teaching as The Directing of Attention and Learning as the Transformation of Attention 2007 John Mason Stowarzyszenia Nauczycieli Matematyki Muszyna](https://reader035.vdocuments.us/reader035/viewer/2022062516/56649d4e5503460f94a2e81f/html5/thumbnails/1.jpg)
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Teaching as Teaching as The Directing of AttentionThe Directing of Attention
andandLearning as Learning as
the Transformation of Attentionthe Transformation of Attention
2007
John MasonStowarzyszenia Nauczycieli
MatematykiMuszyna
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Outline: teaching using attentionOutline: teaching using attention
Directing Attention Towards:Directing Attention Towards:– stressing, focusingstressing, focusing– confrontingconfronting
Directing Attention Away:Directing Attention Away:– de-emphasising through exploringde-emphasising through exploring
(integration through (integration through subordination)subordination)
Structure of AttentionStructure of Attention
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Directing Attention TowardsDirecting Attention Towards
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What’s The Difference?What’s The Difference?
What could be varied?
– =
First, add one to eachFirst, add one to the larger and subtract one from the smaller
What differencewould that make
to the differences?
What differencewould that make
to the differences?
Directing Attention Towards
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s are in ... s are in ... 1133
one fifth?one fifth?
s are in ... s are in ... 1144
How many ... are in ...?How many ... are in ...?
How many How many How many How many
s are in s are in 1122
1 ?1 ?2 ?2 ?3 ?3 ?4 ?4 ?blah ?blah ?oop ?oop ?... ?... ?
What are you doing?What are you doing?What are you doing?What are you doing?
one third?one third?2233
??
s are in ... s are in ... 2233
Directing Attention Towards
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fraction which divides into bothfraction which divides into both
an integral number of times. an integral number of times.
fraction which divides into bothfraction which divides into both
an integral number of times. an integral number of times.
Find a … Find a …
14141515
10102121
andand
and anotherand another
and anotherand another
find the largest.find the largest.
6 Directing Attention Towards
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Find a ...Find a ...
fraction which bothfraction which both
divide into an integral number of times.divide into an integral number of times.
fraction which bothfraction which both
divide into an integral number of times.divide into an integral number of times.
14141515
10102121
anandd
and anotherand another
and anotherand another
find the smallest.find the smallest.
Directing Attention Towards
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More doesn’t always go with More doesn’t always go with MoreMoreand Less doesn’t always go and Less doesn’t always go with Lesswith Less Draw a (non-square) rectangleDraw a (non-square) rectangle
– Now adjust it so that the area Now adjust it so that the area goes up while the perimetergoes up while the perimetergoes upstays the samegoes down
Adjust = cut &/or pasteAdjust = alter rectangle
AreaPerimeter
Up
Same
Down
UpSam
eDown
Dina Tirosh 2007
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Directing Attention AwayDirecting Attention Away(ignoring, de-emphasising; (ignoring, de-emphasising; exploring)exploring)
In how many different ways In how many different ways can a unit fraction be written can a unit fraction be written as the difference of two unit as the difference of two unit fractions?fractions?
In how many different ways In how many different ways can you decompose a given can you decompose a given rectilinear region into non-rectilinear region into non-overlapping rectangles?overlapping rectangles?
Directing Attention Away
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Learner Choice: Learner Choice: Breadth & Depth Breadth & Depth ExercisesExercises3y = 12 – 2x x = 3
2x + 3y = 127x – y = 19
2x + 3y = 1221x – 3y = 57
2x + 3y = 1223x = 69
3y = 13 – 2x x = 5
2x + 3y = 139x – 6y = 39
2x + 3y = 1311x – 3y = 52
2x + 3y = 1313x = 65
2y = 14 + 5x x = -2
-5x + 2y = 14 8x - y = -18
-5x + 2y = 1416x – 2y = -36
-5x + 2y = 14 11x = -22
5y = 14 + 3x x = 2
-3x + 5y = 14 4x + y = 12
-3x + 5y = 1420x + 5y = 60
-3x + 5y = 14 23x = 46
(Dave Herring 2007)
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Using AttentionUsing Attention
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True or FalseTrue or False What do you doWhat do you doto decide?to decide?
What do you doWhat do you doto decide?to decide?
What might 8yrWhat might 8yrolds do to olds do to decide?decide?
What might 8yrWhat might 8yrolds do to olds do to decide?decide?
218
+711
=711
+218
154
+75
=194
+25
52 +73 - 73 =52
Marta Mollina (Granada)Marta Mollina (Granada)
127
+53
=57
+2+23
5 13 - 5 13 = 26
12 + 11 = 11 + 1212 + 11 = 11 + 12
51 + 51 = 50 + 5251 + 51 = 50 + 52
27 + 48 - 48 = 2727 + 48 - 48 = 27
257 - 34 = 257 - 30 - 4257 - 34 = 257 - 30 - 4
137 - 137 = 5137 - 137 = 512Directing Attention
Towards
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Raise Your Hand When You See ... Raise Your Hand When You See ...
something which is 2/5 of something; something which is 2/5 of something; 3/5 of something;3/5 of something;5/2 of something; 5/3 of something;5/2 of something; 5/3 of something;2/5 of 5/2 of something; 3/5 of 5/3 of 2/5 of 5/2 of something; 3/5 of 5/3 of something;something;5/2 of 2/5 of something; 5/3 of 3/5 of 5/2 of 2/5 of something; 5/3 of 3/5 of something;something;1 ÷ 2/5 of something; 1 ÷ 3/5 of 1 ÷ 2/5 of something; 1 ÷ 3/5 of something;something;
2/5 ÷ 3/5 of something?2/5 ÷ 3/5 of something?
3/4 ÷ 5/4 of something?3/4 ÷ 5/4 of something?
something which is 2/5 of something; something which is 2/5 of something; 3/5 of something;3/5 of something;5/2 of something; 5/3 of something;5/2 of something; 5/3 of something;2/5 of 5/2 of something; 3/5 of 5/3 of 2/5 of 5/2 of something; 3/5 of 5/3 of something;something;5/2 of 2/5 of something; 5/3 of 3/5 of 5/2 of 2/5 of something; 5/3 of 3/5 of something;something;1 ÷ 2/5 of something; 1 ÷ 3/5 of 1 ÷ 2/5 of something; 1 ÷ 3/5 of something;something;
2/5 ÷ 3/5 of something?2/5 ÷ 3/5 of something?
3/4 ÷ 5/4 of something?3/4 ÷ 5/4 of something?
1313Pat Thompson (2004)Pat Thompson (2004)Directing Attention
Towards
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Ride & TieRide & Tie
Which graph makes sense, and why?Which graph makes sense, and why?Which graph makes sense, and why?Which graph makes sense, and why?
What is the same, and what different What is the same, and what different about ...about ...
What is the same, and what different What is the same, and what different about ...about ...
14Directing Attention Towards
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Structures of AttentionStructures of AttentionMacro StructuresMacro Structures locus, focus, multiplicitylocus, focus, multiplicity
Micro StructureMicro Structure Holding Wholes (gazing)Holding Wholes (gazing) Discerning DetailsDiscerning Details Recognising Relationships Recognising Relationships
(situated; particular)(situated; particular) Perceiving Properties (general)Perceiving Properties (general) Reasoning on the basis of stated Reasoning on the basis of stated
propertiesproperties
Macro StructuresMacro Structures locus, focus, multiplicitylocus, focus, multiplicity
Micro StructureMicro Structure Holding Wholes (gazing)Holding Wholes (gazing) Discerning DetailsDiscerning Details Recognising Relationships Recognising Relationships
(situated; particular)(situated; particular) Perceiving Properties (general)Perceiving Properties (general) Reasoning on the basis of stated Reasoning on the basis of stated
propertiesproperties
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Structures of AttentionStructures of AttentionMacro StructuresMacro Structures locus, focus, multiplicitylocus, focus, multiplicity
Micro StructureMicro Structure Holding Wholes (gazing)Holding Wholes (gazing) Discerning DetailsDiscerning Details Recognising Relationships Recognising Relationships
(situated; particular)(situated; particular) Perceiving Properties (general)Perceiving Properties (general) Reasoning on the basis of stated Reasoning on the basis of stated
propertiesproperties
Macro StructuresMacro Structures locus, focus, multiplicitylocus, focus, multiplicity
Micro StructureMicro Structure Holding Wholes (gazing)Holding Wholes (gazing) Discerning DetailsDiscerning Details Recognising Relationships Recognising Relationships
(situated; particular)(situated; particular) Perceiving Properties (general)Perceiving Properties (general) Reasoning on the basis of stated Reasoning on the basis of stated
propertiesproperties
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Magic Square ReasoningMagic Square Reasoning
51 9
2
4
6
8 3
7
– = 0Sum( ) Sum( )
Try to describethem in words
What other configurations
like thisgive one sum
equal to another?2
2
Directing Attention Towards
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More Magic Square More Magic Square ReasoningReasoning
– = 0Sum( ) Sum( )
Directing Attention Towards
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QuestionsQuestions
Why is directing attention important?Why is directing attention important?
Need for confluence between learner and Need for confluence between learner and teacher attentionteacher attention
Being aware of the structure and focus of Being aware of the structure and focus of your own attention is necessary if you are to your own attention is necessary if you are to direct the attention of learners appropriatelydirect the attention of learners appropriately
Being aware of the importance of attention Being aware of the importance of attention can alert you to reasons for what learners say can alert you to reasons for what learners say and doand do
Why is directing attention important?Why is directing attention important?
Need for confluence between learner and Need for confluence between learner and teacher attentionteacher attention
Being aware of the structure and focus of Being aware of the structure and focus of your own attention is necessary if you are to your own attention is necessary if you are to direct the attention of learners appropriatelydirect the attention of learners appropriately
Being aware of the importance of attention Being aware of the importance of attention can alert you to reasons for what learners say can alert you to reasons for what learners say and doand do
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SummarySummary
How is attention directed?•Towards (stressing, focusing)Towards (stressing, focusing)
•Away (ignoring, de-emphasising)Away (ignoring, de-emphasising)
Strategies for Directing AttentionSay What You SeeWatch What You DoIn How Many Different Ways Can You ...?Show me that you see ...What is the same, and what is different about … ?
• Making Use of the Structure of Attention
How is attention directed?•Towards (stressing, focusing)Towards (stressing, focusing)
•Away (ignoring, de-emphasising)Away (ignoring, de-emphasising)
Strategies for Directing AttentionSay What You SeeWatch What You DoIn How Many Different Ways Can You ...?Show me that you see ...What is the same, and what is different about … ?
• Making Use of the Structure of Attention