Writing Strategies in the Math Classroom

1. Writing Strategiesin the Math Classroom Presenter: Clint Wilson 7th grade math Murray Middle School Murray Independent School System

2. Problem Solving Approach or Task-Based Approach(Student-Centered Mathematics) • Math Makes Sense! MMS • Based on the Constructivist Theory of Learning. • How many connections can they make with a new idea to an existing one? • Are students thinking in your classroom or are they memorizing steps? Can they apply it to real-life problems when your steps don’t always fit in so nicely?

3. A Three-Step Approach! Based on the work of John Van de Walle and Joy Schackow and Susan O’Connell 1. The Before Phase 2. The During Phase 3. The After Phase

4. Students Develop Concepts through Problem-Solving • Focuses students’ attention on ideas and sense making. No matter how well you “explain ideas and directions (steps) students generally focus on directions! • Conceptual knowledge must be developed BEFORE procedures or formulas are introduced. • Engages students for fewer discipline problems. • Develops higher order thinking skills. • It’s fun for students and teachers! • If we let kids struggle, they will learn. Van de Walle 2006.

5. Before Phase • Begin by activating prior knowledge, solving a simpler problem as a class, or making an estimate together. Allow students to share possible strategies, but don’t let them know if you think it is a good idea! • Confirm that students understand what is being asked and review vocabulary. • Establish expectations for behavior and product. They must show the ideas and explain their logic even if they can’t fully solve the problem.

6. Before Phase • Problem solving strategies: • Make a table or chart • Use logical reasoning • Work backwards • Use simpler number or fractions in a difficult problem • Draw a picture or diagram • Guess, check, and REVISE • Write an equation • Make an organized list

7. During Phase • Provide hints but not solutions. • Encourage the testing of ideas. Try not to be the “truth” tester. • Ask questions such as “How can you decide?”, “Why do think that is correct?”, “Can you check your answer somehow?” • Listen attentively and try to discuss their reasoning. Require them to explain their reasoning. • Don’t evaluate correctness or tell too much. Keep them thinking! • Encourage them to find multiple ways to solve one problem. This is very effective differentiation.

8. During Phase • I started timing it so that the during part could be extended into homework. This allows those that need longer to solve it more time figure out a problem instead of just cutting their time off. • Students don’t “learn” anything if they figure out it immediately. I ask them to find another way to solve it. This may take them another 20 minutes. This is when the new connections are made in their brains! You have to explain this concept to them. I use a guitar analogy.

9. During Phase • Writing to learn- Students are expected to take their best answer and write out an explanation. If they can’t explain it, then they don’t understand. ORQ practice is not necessary after this. • If they were unsuccessful, they can still write about what they tried, and why they think it didn’t work. They have to know that learning can take place through failure and frustration.

10. After Phase • Engage the entire class in discussion. • Have them trade papers and evaluate the answers and reasoning of others. This will give them incentive to show quality work. • Groups of 4 or less can also have great discussions where everyone is required to defend their reasoning. • Use the document camera to display work. This saves lots of time, and encourages neater, more-organized work. I found a cheap one! • Use a poker face. • I have them copy other students’ work that may seem correct and label it. It is there for further evaluation. • I also ask them share some someone’s that they read and were impressed by during the journal trading.

11. If you ever need to provide an idea that you want them to know, present it as being from a fictional student from another class. • Keep them guessing by making sure that you occasionally give them a method from a fictional student that DOES NOT work. They must evaluate it. • Use the document camera to share work among different classes. Then you combine the ideas of all of your classes into one discussion! • Constantly try to help them make connections to past problems. • YOU will make connections too!