1. Inquiry and Communication in Maths and Stats:
Training students to be self-starters who persevere and communicate their thinking.
Presented by Jeremy Brocklehurst

2. Goals of workshop today: “Open-ended holistic task” :
- What are they exactly?
- What makes them good vs a waste of time?
- Why ??
- Does this lead to bigger questions about what
Mathematics is ?
- How to help all students with them.
Warning: I have some ideas but more questions than answers!
This is where you come in!

3. Success criteria for this workshop!

4. Those open-ended problems everyone just loves !!.

5. How many coins could we fit on the floor of this classroom?

6. How many coins could we fit on the floor of this classroom?
How could we get the greatest possible money value using a single layer of coins?

7. What’s the minimum length of fencing needed to enclose a paddock holding 50 cows if each cow requires 25m2 to graze?

8. The quadrilateral ABCD has vertices A (0, 0), B (1, 4), C (5, 3), and D (7, 1). P, Q, R, and S are the midpoints of the sides of the quadrilateral. If the points P, Q, R, and S are joined, a new quadrilateral is formed.
What type of quadrilateral is PQRS? You must show the co-ordinate geometry methods you used to get your answer.

9. The following graphs are distributions of ages in two populations
The following graphs are distributions of ages in two populations. The United States of America (based on US census data) and Facebook users:
Describe features of the distributions comparatively. Aim to make at least three statements. Support your statements with statistical evidence.

11. Questions to discuss:
Why give students open-ended ‘holistic’ tasks? Is there any research around this or is it just a “fad”?
Finish by 10:12

12. Questions to discuss:
What do students find most challenging about open-ended Maths or Stats tasks?
Finish by 10:15

13. Questions to discuss:
What is required for a person to become engaged and engrossed in them?
Finish by 10:20

14. Questions to discuss:
What about students who insist on being “spoon fed” ?
Finish by 10:25

15. Questions to discuss:
Other issues?
Finish by 10:27

16. Writing rubrics can be useful

17. What the OSEM writing frame means: O stands for Obvious observations Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence Support each observation with numbers or calculations. M is for Meaning: So what? Write down what each of your points tells you about the original problem/situation. What else could we find out?

18. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: So what? Write down what each of your points tells you about the original problem/situation. What else could we find out?

19. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: So what? Write down what each of your points tells you about the original problem/situation. What else could we find out?

20. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: So what? Write down what each of your points tells you about the original problem/situation. What else could we find out?

21. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: Make sense of it. So what?

22. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: Make sense of it. So what? Write down what each of your points tells you about the problem/situation.

23. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: Make sense of it. So what? Write down what each of your points tells you about the problem/situation. Why is this relevant?

24. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: Make sense of it. So what? Write down what each of your points tells you about the problem/situation. Why is this relevant? What else could we find out?

25. What the OSEM writing frame means: O stands for Obvious observations: Write down one thing you notice, then leave a gap, and write down something else you notice. Try to get 3 obvious things. S is for Specific: Under each obvious observation, explain what you mean so that another person would get it. E is for Evidence: Support each observation with numbers or calculations. M is for Meaning: Make sense of it. So what? Write down what each of your points tells you about the problem/situation. Why is this relevant? What else could we find out?
Towards Merit
Towards Excellence

26. Examples of student work…

27. Observe (look for obvious)%

28. Specific with Evidence (numbers)%

29. %
Meaning:

30. %
Meaning: So what?

31. Meaning: So what? What does this tell us about the situation?%
Meaning: So what? What does this tell us about the situation?

32. In the Level 1 Multivariate Data standard (1
In the Level 1 Multivariate Data standard (1.10), my students found OSEM a useful guide when writing their conclusions:

33. 1.10 Multivariate – Conclusion
Obvious

34. 1.10 Multivariate – Conclusion
Obvious (Make call: Yes/No)

35. 1.10 Multivariate – Conclusion
Obvious
Specific

36. 1.10 Multivariate – Conclusion
Obvious
Specific (about what? – popns / variable)

37. 1.10 Multivariate – Conclusion
Obvious
Specific
Evidence

38. 1.10 Multivariate – Conclusion
Obvious
Specific
Evidence (justify, support with stats)
Meaning

39. 1.10 Multivariate – Conclusion
Obvious
Specific
Evidence (justify, support with stats)
Meaning (so what?)
Context (does it make sense etc.?
Sampling variability

40. 1.10 Multivariate – Conclusion
Obvious
Specific
Evidence
Meaning

41. 1.10 Multivariate – Conclusion
Obvious (Make call: Yes/No)
Specific (about what? – popns / variable)
Evidence (justify, support with stats)
Meaning (so what?)
Context (does it make sense etc.?)
Sampling variability

42. 1.10 Multivariate – Conclusion

43. 1.10 Multivariate – Conclusion

45. And even in Level 2 Coordinate Geometry

46. And even in Level 2 Coordinate Geometry
Obvious observations
Specific (labelling)
Evidence (calculations)
Meaning (so what?)
(Relate back to problem)

47. 2013 Level 2 Probability external
Compare and contrast the two distributions.
You should discuss shape, centre and spread in relation to the context.

48. Finish by 10:40
Reference for SOLO Taxonomy symbols: Pam Hook:

49. Algebra in Years 9 and 10 Key ideas in teaching it:
Start with meaningful problems that involve either:
The students themselves and can be acted out.
Something that might interest them (saving money for something, get to know common interests of class members).
Students creating their own problems is a powerful tool to engage and motivate learning.

51. Important messages for students to get about Maths :
Maths is like fitness or strength, not like height.
The Maths classroom should be a place to try things .
Mistakes are good!
When you realise your current way of understanding something is wrong…
How do you feel?
This is when you learn the most!
No pain, no gain!

52. Important messages for students to get about Maths :
Good mathematicians
Are not born good at Maths. They train and persevere!
Look for patterns and enjoy discovering them
Write down what they notice and any ideas.
Represent them using words, pictures, graphs.
Break problems into small steps and write these down.

53. Creation! The power of creating your own maths:
Students creating their own problems is a powerful tool to engage and motivate learning.

54. Number Crunching Machine
What’s my rule?
Open eXcel document to play game. Also handouts that go with it.

55. Play “What’s my rule”. Play “What’s my rule”.
Discuss strategies – organise in a table to look for patterns.
Play again. Make up own.
Represent on a graph.

56. Handout has tables and grids.

57. Reasoning! Convince a sceptic that your way works.
Example of types of questions we want students to be able to answer with patterns:

58. Teaching proof – why does my rule work?
Question: How do you know that your rule will work for any case?
Which answer below is most convincing? Why?

59. Teaching proof – why does my rule work?
Question: How do you know that your rule will work for any case?
Which answer below is most convincing? Why?

60. Teaching proof – why does my rule work?
Question: How do you know that your rule will work for any case?
Which answer below is most convincing? Why?

62. Our scheme…
Basic scheme: topics, essential content and assessment dates.
Teacher’s guide: Detail including links to curriculum and to good resources and rich tasks to choose from.

63. 1. Basic Scheme

64. 2. Teacher’s Guide (bank of resources and links to NZ Curriculum)