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"...children, in learning to mathematize their world, will come to see mathematics as the living discipline it is, with themselves a part of the creative, constructive mathematical community, hard at work."
(Fosnot & Dolk, 2001, p.13)
Considerations:
Considerations:
develop a community of mathematicians
create a safe environment where risk-taking is encouraged, mistakes are seen as learning opportunities and everyone’s contributions are valued
focus on thinking and reasoning to encourage students to see mathematics beyond finding answers
value diverse approaches and encouraging flexibility
encourage various approaches to communicate and develop mathematical thinking (math talks, think/pair/share, number routines, math journaling, representing with materials)
foster multiple learning modalities to “show what you know”
responsive teaching: active listening, noticing, observing, guiding, asking prompting questions, providing mathematical language so that student ideas and contributions are central
Resources:
Resources:
Develop a community of mathematicians
Develop a community of mathematicians
Building-Thinking-Classrooms-Feb-14-20151.pdfLaura Wheeler is a mathematics educator in Ottawa, Ontario. She has blogged about thinking classroom, and has created several sketch notes outlining specific aspects of setting up a thinking classroom.
Video showcasing a grade 6 thinking classroom example in the Comox Valley.
Examples of thinking classrooms in action:
Examples of thinking classrooms in action:
Create a safe environment where risk-taking is encouraged, mistakes are seen as learning opportunities and everyone’s contributions are valued
Create a safe environment where risk-taking is encouraged, mistakes are seen as learning opportunities and everyone’s contributions are valued
"Participating in math class feels socially risky to students. Staying silent often feels safer." In Motivated, Ilana Horn shows why certain teaching strategies create classroom climates where students want to join in.
Five factors of motivational math classrooms
She introduces six different math teachers, in a range of school settings, who found that motivation requires more than an interesting problem. Their experiences highlight five factors that lower the risks and raise the benefits of participation:
Belongingness comes from students’ frequent, pleasant interactions with their peers and teachers.
Meaningfulness answers the question, “When are we going to use this?”
Competence helps all students discover their mathematical strengths.
Accountability inspires students to participate in classroom life.
Autonomy produces learners with tools for making sense of their work and seeing it through.
These features of motivational math classrooms are explored in-depth. You’ll find suggestions for identifying what impedes each factor, along with strategies for weaving them into your instruction. You’ll also be introduced to an online community who support each other’s efforts to teach this way.
BecomingMathTeacher_StudyGuide.pdfTracy Zager's book, Becoming the Math Teacher You Wish You'd Had, offers numerous strategies to encourage mathematical thinking and communicating in classrooms. Along with the book, there is a study guide and a companion website to guide discussion and conversations between educators.
"BC educators will find Zager’s book profoundly helpful in making sense of the pedagogical shift in our mathematics curriculum, particularly in the shift from context as the main focus, to giving the big ideas and curricular competencies equal weight with content. Through Zager’s easy-to-read text, educators will learn practical ways to bring to life the habits of mathematicians."
Jen Barker, Vector magazine, Spring 2018,
Foster multiple learning modalities to “show what you know”
Foster multiple learning modalities to “show what you know”
The Formative 5 Strategies
The Formative 5 Strategies
Everyday Assessment Techniques for Every Math Classroom
The Formative 5 Strategies.pdf
Consider how you might use observations, conversations and products to trangulate assessment data.
Assessment For Learning - Assessment Info Bank for 5107 (1).pdfResponsive teaching: active listening, noticing, observing, guiding, asking prompting questions, providing mathematical language so that student ideas and contributions are central
Responsive teaching: active listening, noticing, observing, guiding, asking prompting questions, providing mathematical language so that student ideas and contributions are central
Hands Down, Speak Out
Hands Down, Speak Out
A powerful way to engage students in purposeful dialogue. This blog describes and explores this technique and its' applications for the mathematics class.
Hands-Down Conversations (HDCs) are a structure for dialogue that is designed with the intention of deepening the level of classroom discourse by creating conditions in which students take greater ownership of and have more decision-making power in conversations. The primary goal of HDCs are to build students’ agency as readers, writers, mathematicians and world-changers who are prepared to use their words to take on the world!
Chris Luzniak describes his process developing debate structures in his math classroom and through this finding new ways to engage and empower his students. Chris describes math debate routines that he uses in his practice.
This resource guides readers through 5 practices (anticipating, monitoring, selecting, sequencing, and connecting) to develop productive mathematical discussions.
(2nd Edition)
The next application of the 5 practices to create productive mathematical discussions is explored through a middle years focus.
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