activating thinking then consolidating learning peter sullivan pma plenary
DESCRIPTION
I asked a mathematician … I would say both true, except "the capacity to explain solutions" is aspirational. PMA PlenaryTRANSCRIPT
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PMA Plenary
Activating thinking THEN consolidating learning
Peter Sullivan
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PMA Plenary
Abstract• Thinking like a mathematician involves making
connections between ideas, approaching problems creatively, adapting known methods in new ways, and transferring learning to new contexts.
• Working like a mathematician involves persistence, willingness to take risks, and the capacity to explain solutions.
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PMA Plenary
I asked a mathematician …
• I would say both true, except "the capacity to explain solutions" is aspirational.
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PMA Plenary
Abstract• Thinking like a mathematician involves making connections
between ideas, approaching problems creatively, adapting known methods in new ways, and transferring learning to new contexts.
• Working like a mathematician involves persistence, willingness to take risks, and the capacity to explain solutions.
• None of this can happen in schools if students are always being shown what to do. Students can benefit if they work on problems that they have not been shown how to solve, and explain to others their own strategies.
• This presentation will give some examples of such problems that activate the learning of important mathematical ideas and stimulate creative ways of working. It will also consider the subsequent challenge: how can learning through problem solving be consolidated?
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PMA Plenary
Note: these tasks are on concepts that are central to the curriculum
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PMA Plenary
LEARNING TASKWhat might be the numbers on the L Shaped
piece?
I know that one of the numbers is 65. Give as many possibilities as you can.
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PMA Plenary
What might this do?
• What is the mathematics?• What learning might be prompted by the
task?
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PMA Plenary
Assuming that this task is posed with NO instruction, vote …
• 1 if this task is much too simple• 2 if this task is too simple• 3 if this task is just right• 4 if this task is too hard• 5 if this task is much too hard
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PMA Plenary
What might this look like as a lesson?
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PMA Plenary
MISSING NUMBERS ON THE HUNDREDS CHART
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PMA Plenary
LEARNING TASKWhat might be the numbers on the L Shaped
piece?
I know that one of the numbers is 65. Give as many possibilities as you can.
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PMA Plenary
ENABLING PROMPT
What might be the missing numbers on this piece?
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PMA Plenary
EXTENDING PROMPT
Convince me that you have all of the possible combinations.
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PMA Plenary
CONSOLIDATING TASK
The numbers 62 and 84 are on the same jigsaw piece.
Draw what might that piece look like?
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PMA Plenary
TASK VARIATIONS TO ESTABLISH THE LEARNING
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PMA Plenary
SPOT THE MISTAKEThere are some mistakes in this hundreds chart. What are the mistakes? Explain how you found
them.1 2 3 4 5 6 7 8 9 10
11 12 12 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 44 35 36 37 38 39 40
41 42 43 44 35 46 47 49 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 68 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
101 102 103 104 105 106 107 108 109 110
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PMA Plenary
WHAT IS MISSING?This hundreds chart has not been completed.
Fill in the missing number1 2 3 4 5 6 7 8 9 10
11 12 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 36 37 40
41 42 43 44 46 47 49 50
51 54 59 60
61 64 66 67 68 69 70
71 74 75 76 77 78
81 82 83 84 85 86 87 98
91 92 93 94 95 96 97 98
101 102 103 104 115 106 107 108 109 110
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PMA Plenary
WHAT IS POSSIBLE?
Which of the following jigsaw pieces could be from a 100s chart, and which are not? Explain your reasoning.
33 34 35
36
31 32
41 42
51
51 52 53
42
78 79 80
69
77
109 110
99
109
119 60
40
50
30
70
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PMA Plenary
The rationale
• The proposition is that students will learn mathematics best if they engage in lessons that enable them to build connections between mathematical ideas for themselves (prior to instruction from the teacher) at the start of a sequence of learning rather than at the end.
• Above all else, we want students to know they can learn mathematics
• But such learning requires risk taking and persistence
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PMA Plenary
At the same time, we are addressing the classroom implementation of …
• problem solving approaches• reasoning and critical thinking• mathematical communication• inquiry approaches in mathematics• metacognitive strategies• student resilience and persistence• the connection between effort and achievement (growth
mindsets)• productive values, attitudes and beliefs• dealing with difference
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PMA Plenary
Tasks are important
• Anthony and Walshaw (2009) in a research synthesis, concluded that “in the mathematics classroom, it is through tasks, more than in any other way, that opportunities to learn are made available to the students” (p.96).
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PMA Plenary
And those tasks should be challenging
• Christiansen and Walther (1986) argued that non-routine tasks, because of the interplay between different aspects of learning, provide optimal conditions for cognitive development in which new knowledge is constructed relationally and items of earlier knowledge are recognised and evaluated.
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PMA Plenary
• Kilpatrick, Swafford, and Findell (2001) suggested that teachers who seek to engage students in developing adaptive reasoning and strategic competence (or problem solving) should provide them with tasks that are designed to foster those actions. Such tasks clearly need to be challenging and the solutions are ideally developed by the learners.
• This notion of appropriate challenge also aligns with the Zone of Proximal Development (ZPD) (Vygotsky, 1978).
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PMA Plenary
Some support from the literature
• National Council of Teachers of Mathematics (NCTM) (2014) noted:– Student learning is greatest in classrooms where
the tasks consistently encourage high-level student thinking and reasoning and least in classrooms where the tasks are routinely procedural in nature. (p. 17)
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PMA Plenary
• This approach was described in PISA in Focus (Organisation for Economic Co-operation and Development (OECD) (2014) as: – Teachers’ use of cognitive-activation strategies,
such as giving students problems that require them to think for an extended time, presenting problems for which there is no immediately obvious way of arriving at a solution, and helping students to learn from their mistakes, is associated with students’ drive. (p. 1)
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PMA Plenary
• Another example
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PMA Plenary
LEARNING TASKI am thinking of two numbers on the hundreds chart. One number is 15 more
than the other. The numbers are two rows apart.One of the numbers has a 3 in it. What might be my two numbers? Give as
many answers as you can.1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 49 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
101 102 103 104 105 106 107 108 109 110
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PMA Plenary
What might this do?
• What is the mathematics?• What learning might be prompted by the
task?
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PMA Plenary
Assuming that this task is posed with NO instruction, vote …
• 1 if this task is much too simple• 2 if this task is too simple• 3 if this task is just right• 4 if this task is too hard• 5 if this task is much too hard
![Page 30: Activating thinking THEN consolidating learning Peter Sullivan PMA Plenary](https://reader036.vdocument.in/reader036/viewer/2022062413/5a4d1b8f7f8b9ab0599c08d2/html5/thumbnails/30.jpg)
PMA Plenary
I AM THINKING OF TWO NUMBERS
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PMA Plenary
LEARNING TASKI am thinking of two numbers on the hundreds chart. One number is 15 more
than the other. The numbers are two rows apart.One of the numbers has a 3 in it. What might be my two numbers? Give as
many answers as you can.1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 49 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100
101 102 103 104 105 106 107 108 109 110
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PMA Plenary
ENABLING PROMPT (S)
I am thinking of two numbers on the hundreds chart.
One number is 5 more than the other.
One of my numbers has a 3 in it.
What might be my two numbers?
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PMA Plenary
EXTENDING PROMPT
Show that you have all the possible answers (to the Learning task).
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PMA Plenary
CONSOLIDATING TASK
I am thinking of two numbers on the hundreds chart. They are two rows apart.The sum of the numbers is 52.What might be the numbers?
Give as many answers as you can.
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PMA Plenary
TASK VARIATIONS TO ESTABLISH THE LEARNING
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PMA Plenary
EGGSSome egg cartons hold 10 eggs.
Amy has some full cartons and some loose eggs.Becky has 6 full cartons and some loose eggs. Becky has
two more full cartons than Amy does.Amy has 15 fewer eggs that Becky. How many eggs
might Amy and Becky have?
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PMA Plenary
PENCILS
Boxes of pencils hold 10 pencils.I have 4 full boxes and some extra pencils.My friend had 16 more pencils than me.
How many boxes and how many extra pencils might my friend have?
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PMA Plenary
Pen and Pencil
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Our goal
• We can represent solutions to problems in different ways, and see the connections between those representations.
PMA Plenary
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Show how you work this out
• A pen costs $2 more than a pencil. If the pen costs $8, how much is the pencil?
PMA Plenary
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PMA Plenary
The Learning task
• A pen and a pencil together cost $7. • The pen costs $6 more than the pencil. • How much does the pencil cost?• Represent your solution using two DIFFERENT
methods.
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If you are stuck
• A drink and a snack costs $10. • The drink costs $2 more than the snack. • How much does the drink cost?• Ask the students to show their solution in two
different ways
PMA Plenary
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If you are finished
• A book and a ruler and an eraser costs $20. The book and the ruler costs $16, the ruler and the eraser cost at least $12. What can you say about the cost of the book, the ruler and the eraser?
PMA Plenary
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PMA Plenary
Now try this
• A hat and a pair of sunglasses cost $110. The sunglasses cost $100 more than the hat. How much does the hat cost?
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PMA Plenary
And this
• At a party there are 230 people. There are 100 more adults than children. How many adults are there at the party?
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PMA Plenary
And this
• I had a dream that Australia and NZ reach the final.
• The total of the runs scored was 400.• One team scored 150 runs more than the
other.• What might each team have scored?
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Our goal
• We can represent solutions to problems in different ways, and see the connections between those representations.
PMA Plenary
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PMA Plenary
Abstract• Thinking like a mathematician involves making connections
between ideas, approaching problems creatively, adapting known methods in new ways, and transferring learning to new contexts.
• Working like a mathematician involves persistence, willingness to take risks, and the capacity to explain solutions.
• None of this can happen in schools if students are always being shown what to do. Students can benefit if they work on problems that they have not been shown how to solve, and explain to others their own strategies.
• This presentation will give some examples of such problems that activate the learning of important mathematical ideas and stimulate creative ways of working. It will also consider the subsequent challenge: how can learning through problem solving be consolidated?