1 Working with the Whole Psyche: what can a teacher do for students? Nurturing Reflective Learners Mathematically in Secondary School Working with the.

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Presentation transcript:

1 Working with the Whole Psyche: what can a teacher do for students? Nurturing Reflective Learners Mathematically in Secondary School Working with the Whole Psyche: what can a teacher do for students? Nurturing Reflective Learners Mathematically in Secondary School John Mason AME-SMS Singapore May 2012 The Open University Maths Dept University of Oxford Dept of Education Promoting Mathematical Thinking

2 Assumptions  Tasks –> (mathematical) Activity –> (mathematical) Actions –> (mathematical) Actions –> (mathematical) Experience –> (mathematical) Experience –> (mathematical) Awareness –> (mathematical) Awareness That which enables action This requires initial engagement in activity  But … One thing we don’t seem to learn from experience … … is that we don’t often learn from experience alone  In order to learn from experience it is often necessary to withdraw from the activity-action and to reflect on, even reconstruct the action and to reflect on, even reconstruct the action

3 Arithmetical Relations & Properties What is – ? True or false: = ? True or false: = ? What did you do? Calculate ? Start calculating? Scan & process first?? Say to someone else what the generality is in each case

4 Reflective Withdrawal  What could be generalised?  What did you notice? What struck you?  What actions were effective? –What made them effective?  What would be worth looking out for in the future? Parking … the first idea that comes to mind

5 More Relationships Make up one of your own like this … and another; … and another! Given that is divisible by 7, 11 and 13, what is the remainder on dividing by 7? By 11? By 13? Probing the student’s example space

6 Reflective Withdrawal  What could be generalised?  What did you notice? What struck you?  What actions were effective? –What made them effective?  What would be worth looking out for in the future?

7 Two Birds Two birds, close-yoked companions Both clasp the same tree; One eats of the sweet fruit, The other looks on without eating. [Rg Veda] [Rg Veda]

8 Structure of the Psyche Imagery Awareness (cognition) Will Body (enaction) Emotions (affect) Habits Practices

9 Doing & Undoing Additively  What operation undoes ‘adding 3’?  What operation undoes ‘subtracting 4’?  What operation sequence undoes adding 3 then subtracting 4?  What single operation does the same?  What operation undoes ‘subtracting from 7’? 7 – = Mary Boole: “acknowledge your ignorance … denote it by something!” = ? What can be varied without changing the form?

10 Doing & Undoing Multiplicatively  What are analogues for multiplication? ★ What undoes ‘multiplying by 3’? ★ What undoes ‘dividing by 4’? ★ What undoes ‘multiplying by 3 and then dividing by 4’? ★ What undoes ‘multiplying by 3/4’?  Two different expressions! ✓ ‘Dividing by 3/4’ or ‘multiplying by 4 and dividing by 3’ ★ What operation undoes ‘dividing 24 by’? What question am I going to ask you next?

11 Reflection on …  What got me stuck? Unstuck?  What actions were effective? –What made them effective?  What actions were ineffective? –What made them ineffective?  What powers called upon?  What themes encountered?  What would be useful to have come-to-mind in the future?

12 Square Sums Imagine a triangle … Imagine the circumcentre; Drop perpendiculars to the edges; On each half of each edge, put a square outwards, one yellow, one cyan.

13 Example of Directed – Prompted – Spontaneous (Scaffolding & Fading) What question am I going to ask you?  What actions were effective? –What made them effective  What would I like to have come to mind in the future?

14 Carpet Theorem How are the red and blue areas related?

15 Is this slide needed? What actions were effective? What made them effective? What actions were ineffective? What made them ineffective? What would I like to have come to mind in the future? What mathematical themes were encountered? What mathematical powers played a role?

16 Put your hand up when you can see …  Something that is the same as 3/5 of something else  Something that is the same as 2/5 of something else  Something that is the same as 2/3 of something else  Something that is the same as 5/3 of something else ………… Something that is the same as 1/4 – 1/5 of something else

17 Patterns From Two 2 + …

18 Tabled Variations

19 Structure of the Psyche Imagery Awareness (cognition) Will Body (enaction) Emotions (affect) Habits Practices

20 Meta-Reflection  Was there something that struck you, that perhaps you would ike to work on or develop?  Imagine yourself as vividly as possible in the place where you would do that work, working on it –Perhaps in a classroom acting in some fresh manner –Perhaps when preparing a lesson  Using your mental imagery to place yourself in the future, to pre-pare, is the single core technique that human beings have developed. –Researching Your Own Practice Using the Discipline of Noticing (Routledge Falmer 2002)

21 To Follow Up Structured Variation Grids