At the 2018 International T³ Conference in San Antonio, Jill Gough (@jgough) and I presented the following two hour power session.
Using technology alongside #SlowMath to promote productive struggle
How might we shift classroom culture so that productive struggle is part of the norm? What if this same culture defines and embraces mistakes as opportunities to learn? One of the Mathematics Teaching Practices from the National Council of Teachers of Mathematics’ (NCTM) “Principles to Actions” is to support productive struggle in learning mathematics. We want all learners to make sense of tasks and persevere in solving them. The tasks we select and facilitate must offer opportunities for each learner to develop connections and deepen their conceptual understanding.
Join us to learn more about #SlowMath opportunities that encourage students to persevere through challenging tasks instead of allowing their struggle become destructive. This session will address:
- How might we provide #SlowMath opportunities for all students to notice and question?
- How do activities that provide for visualization and conceptual development of mathematics help students think deeply about mathematical ideas and relationships?
Here’s the agenda:
|8:40||Intent and Purpose
|8:45||3-2-1 Bridge Visible Thinking Routine|
|8:50||Using Structure to Solve a Task – Circle-Square Task|
|9:55||3-2-1 Bridge Visible Thinking Routine
|10:00||Construct a Viable Argument to make your thinking visible:
|10:25||3-2-1 Bridge Visible Thinking Routine
Here’s Jill’s sketch note of our plan:
Dave Johnston (@
And, a little more feedback from Twitter:
Cross-posted on Experiments in Learning by Doing.