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