Getting Students to Struggle (and Engage) With Math slide 0

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 Presentation

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  • Getting Students to Struggle (and Engage) With MathGeoff Krallemergentmath.wordpress.com

  • My Exponential Growth and Decay projectLocal!Relevant!Authentic!21st Century Skills!

  • My Exponential Growth and Decay project4.51.621.81.377.29 sq in2.466 sq in7.29 sq in + 2.466 sq in=9.756 sq in19.86 in101.6832 sq in9.756 sq in/101.6832 sq in = 0.0959About 10% of the final product included mathematics???

  • ObjectivePromote Mathematical conflict...

    .by any means necessary.

    Resources and links atemergentmath.wordpress.com

  • A CONFLICT-CENTRIC APPROACH TO MATHEMATICS

    Malcolm Swan Conflict and Discussion Approach to Mathematics

  • Evidence of good mathematical conflict. Students talking about math.A debate about why / what answer?Little teacher directionRelevance being able to make connections between everyday experienceTask offers multiple possible solutionsTask links several mathematical conceptsAll student levels are engagedEmphasis on processArguing different methods about solving the problem.Evidence of bad (or no) mathematical conflict.SleepingAnswers are on the boardNotetakingNo surprisesStudents are quiet little islandsComputationsTeachers throat hurts theyre doing all the workLack of words / word wallsStudents not helping each otherNo questions

  • Using Problems to create conflict in a PBL Classroom

  • OTHER TASK TYPES TO PROMOTE CONFLICT

  • Classifying or Ordering Things

  • Odd one out

  • Evaluating Truthiness

  • Evaluating Student Work

  • Matching

  • Two ways to a conflict-centric approachActivities

  • What would I have done differently?

  • Formative AssessmentFocus on modeling with another scenarioHaving Kittensmath.mapshell.org

  • END OF CLASS DEBRIEFGeoff Krall | gkrall@newtechnetwork.org

    emergentmath.wordpress.com

  • Exit Ticket (2 minute assessment)!?!?One thing that became clear a lightbulb momentOne thing that you want to make sure not to forget that you learned todayOne thing that could be made betterOne thing you still have a question about

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