1 / 21

Harkness and Groupwork Approach to Teaching Secondary Mathematics

Harkness and Groupwork Approach to Teaching Secondary Mathematics. Max Sterelyukhin BSc, BEd , PDP, MSc Candidate, Simon Fraser University, Burnaby, BC. What is Harkness Teaching?. Developed and implemented at Phillips Exeter Academy, New Hampshire, USA

cooper-delaney
Download Presentation

Harkness and Groupwork Approach to Teaching Secondary Mathematics

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Harkness and Groupwork Approach to Teaching Secondary Mathematics Max Sterelyukhin BSc, BEd, PDP, MSc Candidate, Simon Fraser University, Burnaby, BC

  2. What is Harkness Teaching? • Developed and implemented at Phillips Exeter Academy, New Hampshire, USA • Edward Harkness’s gift: “What I have in mind is a classroom where students could sit around a table with a teacher who would talk with them and instruct them by a sort of tutorial or conference method, where each student would feel encouraged to speak up. This would be a real revolution in methods.” http://www.jpost.com/HttpHandlers/ShowImage.ashx?ID=149840 https://www.exeter.edu/media/content/harkness_Flash_harkness3_rdax_422x294_75.jpg

  3. Our Initiative https://www.youtube.com/watch?v=ZUZOlwJ2TqA

  4. Classroom Nuts and Bolts

  5. Overall Project • (1) Pre-Treatment Stage: students are given the survey (instrument) • (2) Treatment Stage: student-centered classes are administrated; Harkness classroom environment established, classes are recorded on video. • (3) Post-Treatment Stage: students are given the survey again to see any significant differences in engagement and mathematics aptitude; videos are analysed and transcribed, artifacts collected (notebooks, work, projects, etc).

  6. Question Examples

  7. Discussion Analysis: Interactive Flow Chart Model Legend - Math related utterance, directed to the table or person - Non-Math related utterance, directed to the table or person - Gaze to the table or person - Teacher position at the table - Student position at the table - Tablet position at the table

  8. Conclusions thus far… • Surveys show a significant improvement of the following: • - Personal Attitude towards Mathematics • - Engagement • - Social Attitude • - Test/Exam Anxiety • Discussion Analysis has identified a key element of an engaged discussion: tension and disagreement • Further and deeper analysis of the discussions via Interactive Flow Chart will allow to identify the when, how, who, and why of engaged discussions

  9. Selected References • Bennett, C. A. (2009). " It’s Hard Getting Kids to Talk About Math ": Helping New Teachers Improve Mathematical Discourse”, 32(3). • Fiori, N., & Boaler, J. (2003). What Discussions Teach Us About Mathematical Understanding: Exploring and Assessing Students’ Mathematical Work in Classroomsitle, (2001). • Mcgraw, R. H. (2002). Facilitating Whole-Class Discussion in Secondary Mathematics Classrooms. • Smith, M , Stein, M K. (2011). Five Practices for Orchestrating Productive Mathematics Discussions. NCTM. • Weber, K., Maher, C., Powell, A., & Lee, H. S. (2008). Learning opportunities from group discussions: warrants become the objects of debate. (Array, Ed.)Educational Studies in Mathematics, 68(3), 247–261. doi:10.1007/s10649-008-9114-8 • Qi-Ping Kong, Ngai-Ying, Chi-Chung Lam. (2003). Student Engagement in Mathematics: Development of Instrument and Validation of Construct. Mathematics Education Research Journal. Vol 15, No. 1, 4-23. • Peter Liljedahl and Chiara Andrà. (2013) Student’s Gazes: New Insights into Student Interactions.

  10. Contact Info Max Sterelyukhin Email: msterely@sfu.ca Twitter: @msterely Web: www.maxsterelyukhin.com

More Related