getting students to struggle (and engage) with math
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Getting Students to Struggle (and Engage) With Math. Geoff Krall emergentmath.wordpress.com. Local!. Relevant!. Authentic!. My Exponential Growth and Decay project. 21 st Century Skills!. 9.756 sq in/101.6832 sq in = 0.0959. About 10% of the final product included mathematics???. - PowerPoint PPT PresentationTRANSCRIPT
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Getting Students to Struggle (and
Engage) With Math
Geoff Krallemergentmath.wordpress.com
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My Exponential Growth and Decay project
Local!Local!
Relevant!Relevant!
Authentic!Authentic!
21st Century Skills!
21st Century Skills!
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My Exponential Growth and Decay project
4.5”
1.62”
1.8”1.37”
7.29 sq in
2. 466 sq in7.29 sq in + 2.466 sq in=9.756 sq in
19.86 in101.6832 sq
in
9.756 sq in/101.6832 sq in = 0.0959
About 10% of the final product
included mathematics???
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Objective
Promote Mathematical conflict...
….by any means necessary.
Resources and links at
emergentmath.wordpress.com
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A CONFLICT-CENTRIC APPROACH TO MATHEMATICS
Malcolm Swan – Conflict and Discussion Approach to Mathematics
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Evidence of “good” mathematical conflict.
• Students talking about math.
• A debate about why / what answer?
• Little teacher direction
• Relevance – being able to make connections between everyday experience
• Task offers multiple possible solutions
• Task links several mathematical concepts
• All student levels are engaged
• Emphasis on process
• Arguing different methods about solving the problem.
Evidence of “bad” (or no) mathematical conflict.
• Sleeping
• Answers are on the board
• Notetaking
• No surprises
• Students are quiet little islands
• Computations
• Teachers’ throat hurts – they’re doing all the work
• Lack of words / word walls
• Students not helping each other
• No questions
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Using Problems to create conflict in a PBL Classroom
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OTHER TASK TYPES TO PROMOTE CONFLICT
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Classifying or Ordering Things
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Odd one out
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Evaluating “Truthiness”
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Evaluating Student Work
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Matching
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Two ways to a “conflict-centric”
approach
Activiti
esActiviti
es
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What would I have done differently?
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• Formative Assessment• Focus on modeling with another scenario
“Having Kittens”math.mapshell.org
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Exit Ticket (2 minute
assessment)
!
?!
?
One thing that became clear – a lightbulb moment
One thing that you want to make sure not to forget that you learned today
One thing that could be made better
One thing you still have a question about