Week Two

Problem-Solving, Real-Life, Inclusion, and Collaboration

https://pixabay.com/en/school-back-to-school-education-2596090/ "Back to School" by Simisi1

Last week my blog post focused on math myths, misconceptions, stereotypes, and how math contributes to brain growth. This week’s online module as well as class activities, lesson, and discussions, included great talk about growth mindset as well, but allowed me to experience growth mindset. During the first Settler activity we did in class, I was initially anxious as my “mental” math skills have never been relatively strong. However, it was stressed that it was more the process of the activity than the final answer that mattered. I knew that my effort would be celebrated rather than how fast or how effectively I came to the answer. When taking on this mindset I started having more fun, became more confident, and actually improved with each new equation. This really made it clear to me that the strategy is much more important than the answer. In the classroom it is imperative to initiate discussions or reflections regarding the process, rather than simply what answer students have arrived at. By doing so, all students can be successful. The “Mindset” video watched in the online module supports this idea by explaining that by taking on this growth mindset in math activities, students will try longer and harder, see mistakes as learning opportunities, and persist when something appears to be hard.

This idea is also supported by the “Mathematical Proficiency” reading we did. It discusses the important concept of Productive Disposition whereby students see mathematics as sensible, useful, worthwhile, and believe that steady effort in learning mathematics pays off. These students see themselves as effective learners and doers of mathematics, rather than if they are or are not a “math person”. I believe that for students to see mathematics as sensible, useful, and worthwhile, it is crucial to involve a level of realism within activities and problem-solving. For example, algebra is an area of mathematics often met with oversight or lack of care. After reading the article on Algebraic Reasoning I learned it can be beneficial to relate this area of mathematics to its real-world uses/purposes such as the careers it is used in (i.e. architects, construction workers, bankers, software developers, scientists) or its benefits in regular life activities/events (i.e. learning flexibility, making predictions, making connections). Explaining these features of algebra to students can help them see the importance and be more enthusiastic to learning algebra. This also makes me think of, how during my first placement, students often connected better with mathematics or exhibited more enthusiasm towards mathematics, during problem solving activities. I found that was because the problem-solving activities related to real life and they could see the benefits of the mathematics as it pertained to real life situations. This relates back to the “Mathematical Proficiency” article, that discusses how Strategic Competence means students can formulate mathematical problems, represent them, and solve them, which in turn helps them with real life problem solving. By teaching strategic competence or being transparent to students about why they should improve their strategic competence, could benefit their lifelong mathematical journey. The curriculum mentions that students learn mathematics most effectively when they are given opportunities to investigate ideas and concepts through problem solving and are then guided carefully into an understanding of the mathematical principles involved. This further shows me that integrating problem-solving into math lessons may be the most beneficial avenue to teach mathematics.

Connecting these thoughts on integrating real life relevance and problem-solving into the classroom, to what we did in class this past week, I have further come to the conclusion that problem-solving can be the most effective method of teaching mathematics. We discussed as a class the importance of developing patient problem solvers. This can be done through levelling the playing field for all levels of achievement and different learning styles. It allows students to enter the mathematical conversation who may previously have felt too intimidated or inadequate. When introducing a problem to the class, you can highlight simply the observations, potential different strategies, and ultimately focus on the process over the answer. You can provide multiple learning tools including manipulatives and visuals. You can integrate gallery walks that focus on all the different approaches and tactics students used. You can allow students time to revise their approaches or choice of tools. Another great way to foster equity and inclusion in mathematics is using centers or stations, that once again allow all students to participate, as well as focus on problem-solving, strategizing, and mathematical processes. Small groups can also foster teamwork in mathematics. I remember math being a very independent and individualized subject, and that added a great deal of anxiety and a big fear of the challenge. Through group work, class discussions, and gallery walks, the fear and anxiety can be taken away, and comradery can be established. Often mathematics in real life and future careers involve teamwork and collaboration, so why not start that early on in education.

To end off this blog, I want include the video we watched in class where Dan Meyers discusses the importance of making math meaningful, accessible to all, and realistic. His goal of taking textbook math questions and showing their relevance in real life, stripping them down so all students can participate in the conversation, and adding in a multi-media aspect, was very inspiring and ties together all of my above thoughts on mathematics.