Reflection 8th May

Below is a link to the next problems the Year 4 students created
 Mathematising Part 2

What I am noticing 

Positives

• more novel problems
• all problems related to stimulus
• students identifying what problems within a simple stimulus
• most motivated to create
• using the process
• renovations / codes/ costs/ sizing - lead to investigation/ inquiry

Challenges 

• transferring knowledge into problem literacy 
• just year 4's 

Next steps

• organise a Thursday to include year 3's
• meeting with Anne Downton ACU 

Reflection on week two

Mangroves Seedlings Problems

Click on the above link and see the students first attempts at formulating mathematical problems.

Reflect using the compass strategy....
E - What excites you?
W - What worries you?
N - What do we need to do more of or get more of?
S- What do you suggest for next time?

Cheers Kelli

Week 1

Class session
Week 2 - Focus - developing awareness in thinking and working as a mathematician

Whole class discussion
1. Key questions - Who is a mathematician? How do we know?

Mathematicians - Bureau of Labor Statistics www.bls.gov/ooh/math/mathematicians.htm

Mathematicians work with formulas to help solve problems in industry, academia, and government. Mathematicians use advanced mathematics to develop and understand mathematical principles, analyze data, and solve real-world problems.

* Possible responses think about maths, find maths in usual day, plans and persist.

2. Using the process below and students image- mangrove seedlings 

Ask what problem might we formulate from this picture? Together or individually create a problem 

1. Return to whole group - Classify problem across the three types (see below)  1/2/3?

Process  - OFTARP

Observe the idea/ picture with a mathematical lens

Formulate your thinking

Test out your thinking - self 

Advice from others , can they make sense of your thinking , gather other ways to solve - most efficient 

Rethink; add to, refine or reduce

Publish 

Classify problems 

1. Calculation - can work in head or on paper

2. Non-typical - adds another aspect to calculation - structure, shape, time,mass, length, area, fractions, money, chance, patterns 

3. Investigative - more / harder thinking / decisions involved , multistep, not obvious / direct / straight forward, more than a calculation, can have more than one solution.

Outline for Term 1 & 2

Building the skills of Mathematising-Problem posing/solving - Possible Process

Term 1
Pre-assess students' current mathematising skills in both formal and informal contexts


Term 2
Week 1 - In groups of 2-3 students (armed with cameras) capture 2 photos each that can stimulate discussions around 'where is the maths in this situation/setting'. i.e. verandah, schoolbags, cafe, cars, play equipment - Print or have access to these for next session. 


Week 2 - 24th April - Kelli to lead . Explicit teaching of mathematising explore How to create a mathematical problem - . Students (by self or with partner) formulate problems around the pictures captured. Teachers scribe where necessary. 

Week 3 - Students (by self or with partner) formulate problems around the pictures captured - challenge can we have more than one type of problem for that situation. Teachers scribe where necessary. 


Week 4 - 8th May - Kelli to lead - Analyse the student formed problems - operation, language used, novel, multistep, who might have this problem, what computational strategy might be effective to help solve? what problem solving strategy might be most effective?


Week 5 - Solving own and other's problems 


Week 6 - Solving own and other's problems 


Week 7 - Sharing solving 


Week 8 - June 5th - Kelli to lead.Analysing formulation of problems - what if.... reformulate problems to be multistep, novel, add flexibility


Week 9 - Share/ publish problems for other classes to access and respond to (solve)


Week 10 - Post-assessment - students current mathematising skills assessed - formal and informal contexts


Week 11 - Feedback and set a goal for Term 3