Developing the Inner Explorer in Spatial Reasoning

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Presentation transcript:

Developing the Inner Explorer in Spatial Reasoning The Open University Maths Dept University of Oxford Dept of Education Promoting Mathematical Thinking Developing the Inner Explorer in Spatial Reasoning John Mason Tønsberg Norway Sept 2016

Throat Clearing Everything said here is a conjecture … … to be tested in your experience My approach is fundamentally phenomenological … I am interested in lived experience. Radical version: my task is to evoke awareness (noticing) So, what you get from this session will be mostly … … what you notice happening inside you! Avoid the teaching of speculators, whose judgements are not confirmed by experience. (Leonardo Da Vinci) Who takes initiative? Who makes choices? What is being attended to?

Spatial Ordering Put the pictures in order, justifying your choices Spot the duplicate! Put the pictures in order, justifying your choices What orders are possible to arrange to see?

Tower Grids Each cell in this 4 by 4 grid has a tower whose height is shown. Here is the view from the South (bottom) The red numbers count the number of towers that can be seen from that direction. Given the red numbers (tower visibility counts) can you (always) reconstruct the tower heights? Are there any constraints on possible Tower Visibility Counts?

Geometric Fraction Multiplication How many pairs of triangles can you see with a ‘common vertex’ and bases on the same line? Scale B towards A to reach R, then scale R towards C to reach X It nust be the same as scaling B towards Q to reach X

Lemma implies

Consequences of Embedded Figures How many triangles can you see? How many pairs of triangles can you see with ‘a common vertex and bases on a common line’?

Consequences of Embedded Figures

Compound Scalings Everything in the plane is going to be scaled by a factor of μ from a point P. Then everything is going to be scaled by a factor of λ from a point Q. Is it possible to achieve the same over-all effect by scaling by some factor σ from some point R?

Compound Rotations Everything in the plane is going to be rotated through an angle of θ anti-clockwise around a centre P. Then everything is going to be through an angle of φ anti-clockwise around a centre Q. Is it possible to achieve the same over-all effect by rotating through some angle around some centre R? Does the order matter?

Rotating and Scaling Everything in the plane is going to be rotated anti-clockwise through an angle of θabout a centre P and then scaled by a factor of μ from a point Q. Is it possible to achieve the same overall effect by rotating about some point and scaling from that same point? Does the order matter?

Compound Dilatations Everything in the plane is going to be rotated through an angle of θ anti-clockwise around a centre P and scaled by a factor μ from P. Then everything is going to be rotated through an angle of φanti-clockwise around a centre Q and scaled by a factor of λ from Q. Is it possible to achieve the same over-all effect by rotating through some angle around some centre R and scaling by some factor σ?

Pythgorean Spiral of Theodorus (465-398 BCE) Say What you See Say What You See What could be varied?

Queuing B A C D

Projections

Can you always find it in 2 clicks? Secret Places One of these five places has been chosen secretly. You can get information by clicking on the numbers. If the place where you click is the secret place, or next to the secret place, it will go red (hot), otherwise it will go blue (cold). How few clicks can you make and be certain of finding the secret place? Imagine a round table … Can you always find it in 2 clicks?

Magic Square Reasoning What other configurations like this give one sum equal to another? 2 5 1 9 2 4 6 8 3 7 2 Try to describe them in words Think of all the patterns obtained like this one but with different choices of the red line and the blue line. Sketch a few Here is another reasoning What about this pattern: is it true? did you have difficulty recognising the components? This may be why learners find it hard to remember what they were taught recently! Any colour-symmetric arrangement? – = 0 Sum( ) Sum ( )

More Magic Square Reasoning – = 0 Sum( ) Sum( )

Reflection Withdrawing from action Becoming aware of an action, or a relationship NOT ‘telling them so they remember’ BUT rather immersing them in a culture of mathematical practices

Mathematical Thinking How might you describe the mathematical thinking you have done so far today? How could you incorporate that into students’ learning? What have you been attending to: Results? Actions? Effectiveness of actions? Where effective actions came from or how they arose? What you could make use of in the future?

Reflection as Self-Explanation What struck you during this session? What for you were the main points (cognition)? What were the dominant emotions evoked? (affect)? What actions might you want to pursue further? (Awareness) Chi et al

Powers & Themes Powers Imagining & Expressing Conjecturing & Convincing Specialising & Generalising Organising & Characterising Themes Doing & Undoing Invariance in the midst of change Freedom & Constraint Restricting & Extending

To Follow Up PMTheta.com john.mason@open.ac.uk Designing & Using Mathematical Tasks (Tarquin) Mathematics as a Constructive Enterprise (Erlbaum) Thinking Mathematically (Pearson) Key Ideas in Mathematics (OUP) Researching Your Own Practice Using The Discipline of Noticing (RoutledgeFalmer) Questions and Prompts: (ATM) Annual Institute for Mathematical Pedagogy (end of July: see PMTheta.com)