Getting Students to Struggle (and Engage) With Math Geoff Krall emergentmath.wordpress.com

My Exponential Growth and Decay project Local! Relevant! Authentic! 21 st Century Skills!

My Exponential Growth and Decay project 4.5” 1.62” 1.8” 1.37” 7.29 sq in sq in 7.29 sq in sq in=9.756 sq in in 5.12 in sq in sq in/ sq in = About 10% of the final product included mathematics???

Objective Promote Mathematical conflict... ….by any means necessary. Resources and links at emergentmath.wordpress.com

A CONFLICT-CENTRIC APPROACH TO MATHEMATICS Malcolm Swan – Conflict and Discussion Approach to Mathematics

Evidence of “good” mathematical conflict. Students talking about math. A debate about why / what answer? Little teacher direction Relevance – being able to make connections between everyday experience Task offers multiple possible solutions Task links several mathematical concepts All student levels are engaged Emphasis on process Arguing different methods about solving the problem. Evidence of “bad” (or no) mathematical conflict. Sleeping Answers are on the board Notetaking No surprises Students are quiet little islands Computations Teachers’ throat hurts – they’re doing all the work Lack of words / word walls Students not helping each other No questions

Using Problems to create conflict in a PBL Classroom

OTHER TASK TYPES TO PROMOTE CONFLICT

Classifying or Ordering Things

Odd one out

Evaluating “Truthiness”

Evaluating Student Work

Matching

Two ways to a “conflict- centric” approach ProblemScaffolding Finish Problem ProblemReinforcement Activities

What would I have done differently?

Formative Assessment Focus on modeling with another scenario “Having Kittens” math.mapshell.org

END OF CLASS DEBRIEF Geoff Krall | emergentmath.wordpress.com

Exit Ticket (2 minute assessment) ! ? ! ? One thing that became clear – a lightbulb moment One thing that you want to make sure not to forget that you learned today One thing that could be made better One thing you still have a question about