I think two big ideas are highlighted during the course came out strongly in the interviews in this unit. One is the confidence to tackle complex open-ended problems. The other is developing a culture where students are focused on sharing thinking. They are comfortable learning through mistakes.
I think simply giving a problem that students don't know how to solve to a class that is not used to problem-solving leads to frustrated students and teachers. You have to first develop a culture where students become as interested in discussing the maths as in getting the correct answer. As I mentioned in my last post, I've started using dot-cards as a way to develop confidence and discussion, and help students build that all important positive relationship with maths, which is a focus in unit 6.
The unit also talks about using a mathematical process, and making this process explicit to students. This fits in with many other areas - the Writing Process, the Inquiry Cycle and Design Thinking (which is a process designed to develop innovation and problem-solving skills). It would be great if students are able to make connections and comparisons between processes in different subject areas as they grow through the school. I think the exact wording of such processes can vary, but the understanding that deep learning happens, problems are solved and new ideas are generated when we spend time immersed in the work and approach it in a variety of ways as we move through different stages is fundamental. It fits in with the problem-solving 'way of life' and a growth mindset culture.
Well said, Joy!
ReplyDeleteOne of the main teachings that I came away with from session 6 was....
Do not underestimate the power of visualisation. In one of my responses, I wrote that I was a 'visual learner', who benefited from using manipulatives and drawing diagrams to make sense of a maths concept. Therefore, I absolutely loved when Jo called out Howard Gardner's Multiple Intelligence link in the following video. Everyone benefits from visualising a challenging problem as it requires more thought, time, effort from the student. Furthermore, the notes and diagrams that are included in a visual explanation provide the teacher with a better analysis and understanding of the learning process of the student.