As we begin the school year, our scope and sequence outlines that we address whole number. This will be a great place to start, however, I can be one to get bogged down in detail. I sometimes worry that I may just strangle the life out of an inquiry before it even leaves the pages of our planner. So I pull myself back and feel encouraged to read Kath write, “The challenge, then, is to acknowledge the way we can scaffold our planning and teaching by referring to a process without the process becoming overly prescriptive.” (p.77) That was all the affirmation I needed to open the inquiry up and ensure learner ownership in the process. Let the messy Maths begin!
Before we had even launched our inquiry into number I heard an all too familiar comment when a student announced, “I am NOT good at Maths!” Something Jo Boaler warms us is a damaging message that we need to challenge and change because science and research proves otherwise. I smile knowing that this student will feel and think differently by the end of this inquiry.
What is interesting to observe is that this lively loud discussion seems to be constructing a shared visual in our collective mind’s eye or a common narrative between us about how we see positive and negative integers. I hear a lot of students affirming peers’ descriptions with an excited, “Yeah! Yeah!” We are moving so fast that many words have flown around which we need to capture, clarify and begin using. One student suggests it’s already time to begin our Math Word Wall which is student created and maintained paper or e-space to use as a reference chart along with our on-line and paperback Math dictionaries. We set a culture that encourages, “If there is a precise and more accurate vocabulary word then find it, write it and begin using it. Math words are yours!”
We then dove straight into modelling using hands on materials. This stage of the inquiry is driven by student choice. The purpose of student choice here is that each student is in control of entering the learning engagement at their own level of knowledge, skill and understanding. This is differentiation. I explain that we are going to explore integers using a range of dice and I suggested a few learning engagement frameworks such as ordering, repetition and comparison but everything else was their choice:
And then our classroom was a beautiful mess (just as Kath Murdoch warns) as students expressed themselves through Math while learning Math but most importantly in a way that made sense to them while they Constructed Meaning. The following pictures and captions share the range of explorations they designed and were engaged in.
At this point I had a good handle on where learners are at from formative assessment. I have observed their prior experiences, vocabulary, level of skill, conceptual understanding and mathematical notation. But I have also gathered a lot of other qualitative data too. I know how they feel, their attitude, comfort level, willingness, open-mindedness and interest. This is a rich bank of information to now co-plan (with the learners themselves) the next stage of our inquiry Transferring Meaning Into Symbols. And I’m pleased to report that the student who announced, “I am NOT good at Maths!” was fist pumping the air in Math excitement and celebration during her inquiry and she asked to do it again. I'll have to ask her if she means what we were learning, how we were learning or both.
I hope that Kath Murdoch and Jo Boaler enjoyed their first meet as much as I did. Thank you for the springboard into learning more about Math and Inquiry...stay tuned to find more as my learning unfolds.
Hi, I am Natasha Hutchins an international teacher collaborating, exploring and sharing ideas with others, like myself from around the world, for our collective professional development and enjoyment of learning and teaching.