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Getting Students to Struggle (and Engage) With Math

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???.

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Getting Students to Struggle (and Engage) With Math

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  1. Getting Students to Struggle (and Engage) With Math • Geoff Krall • emergentmath.wordpress.com

  2. Local! Relevant! Authentic! My Exponential Growth and Decay project 21st Century Skills!

  3. 9.756 sq in/101.6832 sq in = 0.0959 About 10% of the final product included mathematics??? Where’s the Math? 2. 466 sq in 1.37” 7.29 sq in + 2.466 sq in=9.756 sq in 1.8” 7.29 sq in My Exponential Growth and Decay project 1.62” 5.12 in 4.5” 101.6832 sq in 19.86 in

  4. Objective Promote Mathematical conflict... ….by any means necessary. Resources and links at emergentmath.wordpress.com

  5. Malcolm Swan – Conflict and Discussion Approach to Mathematics A conflict-centric approach to mathematics

  6. Evidence of “good” mathematical conflict. 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 • 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.

  7. Using Problems to create conflict in a PBL Classroom

  8. Other task types to Promote Conflict

  9. Classifying or Ordering Things

  10. Odd one out

  11. Evaluating “Truthiness”

  12. Evaluating Student Work

  13. Matching

  14. Two ways to a “conflict-centric” approach Activities

  15. What would I have done differently?

  16. Formative Assessment • Focus on modeling with another scenario “Having Kittens” math.mapshell.org

  17. Geoff Krall | gkrall@newtechnetwork.org emergentmath.wordpress.com End of Class Debrief

  18. Exit Ticket (2 minute assessment) One thing that could be made better ! One thing that you want to make sure not to forget that you learned today ! ? One thing that became clear – a lightbulb moment ? One thing you still have a question about

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