In this weeks class, we discussed positive
norms. We looked at the 7 positive norms to encourage in math class by Jo
Boaler. The 7 norms are:
1.
Everyone can learn math to the
highest levels
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| https://www.smore.com/s9wzh-making-sense-of-math |
2.
Mistakes are valuable
3.
Questions are really important
4.
Math is about creativity and
making sense
5.
Math is about connections and
communication
6.
Depth is much more important
than speed
7.
Math class is about learning
not performing
One of the norms that I found most
interesting was number four- Math is about creativity and making sense. When I think
about this norm now, I fully agree. However, as a high school student (and even
partially as a univeristy student) did I really think math was about
creativity? How often did I look at what I was learning and really think about
what I had just done and if that made sense and not verify my understanding by merely
checking the answer in the back of the textbook?
As a future teacher, how can I achieve this
norm in my classroom?
I think the first way to make sure that
math makes sense is by asking my students questions. Checking that students understand why the steps they took are correct is important in ensuring
the math makes sense. I would often do this when tutoring students and it helped
to make sure they were not just following the previous example and asking
for clarification when there was uncertainty.
Another
way to add this norm into my classroom is by presenting material with multiple
representations, including visuals.
A topic we explored early in this course
was estimation and I believe that for certain topics, estimation can be another
method in which I can ensure math makes sense.
The creativity of math can be shown by exposing
students to real world applications, visuals, integration with other subjects
and opportunities for students to apply the math in areas that are of interest
to them.
Exploring these 7 norms has made me think
about the type of classroom environment I want to have in my classroom as a
math teacher. I hope to be able to
create my own list of norms as I gain more experience in the classroom but I believe
they will be closely based off of the ones above.
Hi Laura,
ReplyDeleteI like how you suggested that we as educators ask questions ourselves. Not only should we be able to ask them math questions such as 4+4 (I know this is a simple example_, but we should also be able to ask them questions that help us understand where a student stands in our classrooms. We need to engage in more diagnostic dialogue with our students to gain this understanding. This way we accomplish two things, one we gage a level of the students understanding, and two we make a connection with said student and show them that we care.
As always great read!
Brodey Holditch
Hi Laura,
ReplyDeleteYour post really got me thinking about how else creativity can be incorporated into a mathematics classroom. I think this is one of the most difficult norms to grapple with, because often math is considered to be too full of formulas, rules, and equations to be considered creative. However, I think that creativity can potentially be incorporated by encouraging students to take multiple approaches or paths to solve a problem. For example, students could be asked a question where they need to creatively figure out their own method of finding a solution rather than following a formula that has already been provided for them. I also think that creativity can be encouraged through interactive activities or games, similar to the ones we often do in class.
Thought-provoking post!
Daria
Hey,
ReplyDeleteGreat post. I agree that the norm that stood out the most to me was "Math is about creativity and making sense" as I think it encapsulates that mathematics can be a form of art. Moreover, I think that asking open-ended questions is a great way to start the thinking process for students. This in turn, eventually helps the students make sense of the topic and allows them to become creative with their thinking, not just one dimensional.