This class built off of our previous discussion of looking to find multiple solving methods for one problem. We began by watching a TEDTalk in which a math teacher gave examples of problems and the various ways in which her students conceptualized and understood them. She mainly discussed series and how students observed patterns of growth by connecting them to other ideas. For example, one student saw the terms of a geometric series that took the shape of a triangle to be a visual representation of sand being poured into a pile. As more sand was added to the height of the pile, more sand spilled over the edges and made the base wider.
I am a very mathematical thinker, so when I look at a series like the one above, I don't often think of it in an abstract way when it comes to explaining the changes. I immediately jump to the algebraic expression that is used express the series. It was very interesting for me to see into the minds of various students to understand the ways in which they perceive problems. Believe it or not, we don't always have to think so mathematically about things in a math class!
Following our class discussion of ways in which we interpret patterns in sequences and series, we worked in groups to create various methods of answering a question: "How many dots will there be in the 100th figure?" We worked to create graphical, visual, algebraic, and abstract solutions, all using different methods of thinking about the problem. These solutions were posted for the class to see and we were able to walk around to see how other groups solved the same question. Comments were made on the pages and we gave verbal feedback on the creative ideas that were presented.
Using a gallery walk like this in a classroom is a great way for students to showcase their work in a context where they can be provided with valuable peer and teacher feedback. They can also be exposed to new methods of solving by observing how their classmates found and answer to the same problem. Activities like this allow students to broaden their spectrum of thinking beyond what they already know and understand. In turn, this can help them to solve similar problems in the future by having many different approaches in which they can solve and check their work.
Following our class discussion of ways in which we interpret patterns in sequences and series, we worked in groups to create various methods of answering a question: "How many dots will there be in the 100th figure?" We worked to create graphical, visual, algebraic, and abstract solutions, all using different methods of thinking about the problem. These solutions were posted for the class to see and we were able to walk around to see how other groups solved the same question. Comments were made on the pages and we gave verbal feedback on the creative ideas that were presented.
Using a gallery walk like this in a classroom is a great way for students to showcase their work in a context where they can be provided with valuable peer and teacher feedback. They can also be exposed to new methods of solving by observing how their classmates found and answer to the same problem. Activities like this allow students to broaden their spectrum of thinking beyond what they already know and understand. In turn, this can help them to solve similar problems in the future by having many different approaches in which they can solve and check their work.
Comments
Post a Comment