Most students when asked what they think their role is in math classrooms say: it is to answer correctly. They don’t think they are in math classrooms to appreciate the beauty of mathematics, to approach the rich set of connections that make up the subject, or even to learn about the applicability of the subject. They think they are in the math classroom to perform. – Jo Boaler, What’s Math Got to Do With It?
At our Learning Lunches this month, teachers and administrators at the Willows began our time together pondering two questions:
Why do so many students loathe math?
Why do many teachers feel uncomfortable teaching math?
The initial discussion that followed focused on a few recurrent themes:
- Math is different from other more open-ended subjects – there is just one correct answer, and you’re either right or you’re wrong
- When students struggle with math problems, teachers feel they only have a limited amount of strategies to help students get to the correct answer
- Teachers feel less comfortable with teaching math in different ways than they learned it as students
One teacher even spoke about math as being its own language, separate from the usual language we use to engage with language arts, history or even science.
All of this set the stage for us to watch a provocative TED talk from renowned physicist, mathematician and technologist Conrad Wolfram, who will be one the keynote speakers at the upcoming Reinventing Mathematics Education Symposium being held here at the Willows on January 4th.
In a recent Financial Times article, “Stop teaching kids to add up – maths is more important,” he states:
At its core, maths is a problem-solving process. You specify a real-world problem, develop an abstract representation of it, calculate an answer for the abstraction and then translate back into the real-world language you started with. Before computers, almost all human energy was focused on the third stage: calculating. Now it is usually focused on the other steps instead.
Throughout the video we watched, Wolfram essentially sidesteps much of the traditional debate about how to teach mathematics, in favor of a discussion about why we teach math – and, more crucially, what math is actually taught in schools.
Wolfram’s idea for reinventing math education: use computers. Not just for calculation, but also to build conceptual understanding beyond mere calculation. He maintains that the primary way that people understand processes and procedures that drive most of our modern world is through programming; a great way to check if someone understands math, he claims, is have them write a program to do it!
Looking at our classrooms at the Willows, we can see some applications of Wolfram’s ideas, mainly in the programming that students have been doing at our school for many years now. Even our youngest students begin wrestling early on with the basics of programming as they work with Bee Bots, working later with more formal programming in Turtle Art, Scratch and Microworlds.
Beyond providing opportunities for programming (year round, not just for the Hour of Code), Willows teachers have also begun to take steps this year to reinvent math in other ways. Inspired by our school-wide theme of action, teachers in the P.E. department have started to incorporate the concepts of estimation and averages into the weekly activities happening in the gym. Utilizing pedometers for precise data collection, K-5 students were asked to estimate and then discover how many steps it took to complete a lap around the gym. Real-world results enabled rich discussions, as students saw that different student factors (pace, stride, height) influenced the findings. Further conceptual understanding of variance was explored as they worked to estimate and find the average number of steps per grade level.
Further data collection and analysis has taken place in Middle School classrooms, centered around the question: What does a typical middle school student do for all four of his/her P.E. physical fitness tests? Students estimated mean, median, mode and range for the tests, used Excel to work with the data collected by the P.E. teachers, and created graphs to make conclusions about the data. Best of all, student engagement in real-world math in action was clearly evident throughout both of these projects.
With our Math Symposium right around the corner, mathematics is on everyone’s mind at the Willows. Look for future posts on the subject after the Symposium in January!