maths inquiry symposium
TRANSCRIPT
Take Risks
Think, re-think
and check
Reflect on their
thinking
Learn from
others
Solve problems in different ways
Explain and justify their
thinking
Ask good math
questions
Friendly argue
Use different
strategies
actively listen
ask inquiring questions
try to understand and make sense of what people say (sense-making)
explain and justify our thinking
take risks
support each other with our learning
all take responsibility
friendly argue – agree or disagree with justification
only ask for teacher help if the whole group agrees; use all available resources first
Students work in scrap books
Work with one learning community at a time (the other learning community is doing practice)
Inside student books are 3 differentiated problems (multiple solutions)
The teacher has anticipated answers and possible misconceptions prior to lesson (planning)
Independent Thinking Time: Students solve the problem individually without being influenced by other student’s thinking
Represent your thinking in any way: act out, draw pictures or diagrams, use symbols, use materials, verbalise, model
Students share strategies with group members: Decide on one solution strategy to become your group strategy.
Explain, question and justify until every group member can understand and explain your strategy
Provide a mathematical explanation
Use the context of the problem
Develop two or more ways to explain a strategy solution
Ask good maths questions
Rehearse your explanation:
Check and make sure everyone in your
group can explain your strategy solution
- practise
Predict any questions you may get asked,
and their answers
Share your group strategy with the bigger group:
One student from each group shares their solution strategy, step by step. Not just ‘show and tell’
The students in the sharing circle actively listen and try to make sense of the speaker’s strategy.
Students in the sharing circle question the speaker about their solution strategy.
Students actively listen, question, explain and justify.
Whole community discussion and reflection after strategies have been shared:
Compare strategies and make connections
Can you see any patterns? What’s the same or different? Why do you think that?
Reflect on learning: What did you learn? What was tricky? What are you pleased with?
Identify your next steps
During the Piha mini-school rewards day, Mr Thompson had 184 lollipops to give to 8 deserving students who celebrated special achievements in term 1. How many lollipops did each student receive?
Jackie brought some boxes of chocolates for the school camp fundraiser which contained 432 pieces. She decided to give away her chocolates to 24 of her BFFLs (best friends for life). How many pieces of chocolate did each BFFL receive?
Kyle collected a mixture of chocolates to sell for the camp fundraiser. He collected 48 crunchies and 12 dairy milk chocolates. Over one weekend, Kyle sold 48 crunchies on the Saturday and 0 diary mile chocolates on the Sunday. What percentage of chocolates did he sell and didn’t sell?
In your pack are three sample questions. Spend some time doing the following:
Independently thinking and recording
Sharing your process with someone else
Friendly arguing
Identifying misconceptions
Your pack contains the basics of what you need to get started:
A copy of the process for students
A more detailed copy of the process for you
Some example questions
A sample of ‘good math questions’
Contact details:
Christine Abercrombie:
Matt Aukett: