tag:blogger.com,1999:blog-5303307482158922565.post7708200018802728175..comments2024-03-22T13:39:55.941-07:00Comments on Math Mama Writes...: Before the School Year Starts: Creating CommunitySue VanHattumhttp://www.blogger.com/profile/10237941346154683902noreply@blogger.comBlogger12125tag:blogger.com,1999:blog-5303307482158922565.post-51932008700575553062010-08-23T20:00:26.145-07:002010-08-23T20:00:26.145-07:00Jonathan, that's a lovely example. Yes, I make...Jonathan, that's a lovely example. Yes, I make sure I acknowledge the kernel of goodness in 'wrong answers', and I'll continue to do so. This outline is to help me "be less helpful", but I won't let it straightjacket me.<br /><br />This method of trying not to say what's right and wrong paid off today, I think. Perhaps I'll write a new post about it.Sue VanHattumhttps://www.blogger.com/profile/10237941346154683902noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-87072027592905152092010-08-23T06:51:37.537-07:002010-08-23T06:51:37.537-07:00I'm late to this party, and you're certain...I'm late to this party, and you're certainly already teaching...<br /><br />Story (as example)<br /><br />2x - 1 = 10 (solve for x) Relative beginners.<br />Kid offers x - 1 = 5 hmmm<br />I'm not throwing that back to the class without straight-jacketing the responses. Watch, and then I'll explain.<br />"Does anyone know what Katy's first step was?"<br />"divided," or "divided by 2"<br />"Most of you added 1 first" (show hands or get nods) "But it is possible..."<br /><br />(acknowledging the value in an incorrect contribution, and correcting it. Most commonly the instructor needs to supply the lens... kids will want to follow a standard order, standard steps.)<br /><br />I find this comes up quite often, that a horrible answer comes along with a different approach, or a little insight. Could the approach have worked? Does it have any value? <br /><br />And in the discussion, or in my discourse, I will pull out what was valuable or original or interesting, and clearly point to what is wrong.<br /><br />And just redirecting would leave the kids to correct (and they will identify the non-standard algorithm and the wrong answer, and often stop right there).<br /><br />And I find this happens a lot.<br /><br />Jonathan <a href="http://jd2718.wordpress.com" rel="nofollow">jd2718</a>Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-25543109163867704472010-07-31T08:21:19.529-07:002010-07-31T08:21:19.529-07:00I'm planning to teach without reference to the...I'm planning to teach without reference to the required textbook... They can buy older editions for under $10 online. <br /><br />yay sue.<br />everybody else: more of this please.<br /><br />the entity formerly known as vlorbik.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-1730637668157614562010-07-30T08:27:36.786-07:002010-07-30T08:27:36.786-07:00I'm back to thinking about what Hao wrote, as ...I'm back to thinking about what Hao wrote, as I try to incorporate it into my quickie cheat sheet.<br /><br />>Perhaps the first response to a question shouldn't be a redirect to someone else but to see what insights the original question poser had.<br /><br />I agree, and am trying to think in specific terms now. Sometimes a student says "I don't get it." I'm already in the habit of saying, "What <i>do</i> you get?" And getting that student to walk me through the steps. When we get to the sticking point, I've always tried to give a clear and colorful explanation of that point, with reasons why being prominent. <br /><br />I could ask another student, but I've done that and it often muddies the water. Hmm... My concern that students get clear explanations has in the past trumped my concern that they contribute the math. This is something I'll want to stay aware of this year.Sue VanHattumhttps://www.blogger.com/profile/10237941346154683902noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-48159398687196751142010-07-29T20:00:04.660-07:002010-07-29T20:00:04.660-07:00Hi Chris, Umm, I teach college, not high school. ...Hi Chris, Umm, I teach college, not high school. Does that make any difference?<br /><br />I'm glad you're letting me know how strongly you feel. I'll remember it, and think about whether there's another way to do it.Sue VanHattumhttps://www.blogger.com/profile/10237941346154683902noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-61640519120330416592010-07-29T15:29:01.877-07:002010-07-29T15:29:01.877-07:00Well, all I know is I really, really, really, real...Well, all I know is I really, really, really, really don't like it when a teacher picks me out to answer a question or asks the group a question. Hypothetical questions are much better, or when the teacher asks a question and expands on it. But when they ask a question, and just look around expectantly...ugh. Buzzkill. I'll talk to the person next to me all day about it before I'll want to answer a question a teacher asks. Makes you look like a suck-up.Chrishttps://www.blogger.com/profile/17096740217868900634noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-28334147365139267262010-07-29T09:04:50.915-07:002010-07-29T09:04:50.915-07:00Thanks, Hao, I think you're right. I'll fi...Thanks, Hao, I think you're right. I'll fix that.<br /><br />Thanks, Vicky. There's one fearless bit that wasn't supposed to be there. A good friend pointed it out to me by email, and I've deleted it. (I had used a copy of the autobiography that was on my blog, where I was choosing full disclosure.) If the rest seems fearless, I guess that's just how I am. (I have lots of fears, but I think I worry about different things than many people. And it's important to me not to let fears make my choices.)<br /><br />Thanks, Jan, I'll include that! (Perfect!)<br /><br />Thanks, for the compliment, Kate. Luckily I had that wiki set up a long time ago, when I first started thinking about communicating online with this class. But really, technology still scares me. I have a web page for the book, but no way can I design it be be exciting, appealing, easy to navigate, etc. And there is so much tech stuff I want to learn but have no patience for yet.<br /><br />When I read your thought, Chris, I was totally with you. But then I was thinking about my desire to know what the quiet ones are thinking. I have a system where students can pass if I call on them and they really don't want to answer. I hope that helps the shy ones. I use pairs and groups a lot for big questions, but for little ones (what step would you take next here?), I often call on people.Sue VanHattumhttps://www.blogger.com/profile/10237941346154683902noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-83518353174216555832010-07-28T08:59:29.589-07:002010-07-28T08:59:29.589-07:00Reduce the amount of times you ask a question dire...Reduce the amount of times you ask a question directly to the class and expect someone to answer back. It's very intimidating to the shy folks or those who feel overwhelmed by math; no one wants to look stupid. Maybe a way to avoid this is to have them discuss the question in groups and then ask the groups what their answer was. Much less frightening. Good luck!Chrishttps://www.blogger.com/profile/17096740217868900634noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-75161147839371418022010-07-27T18:16:39.305-07:002010-07-27T18:16:39.305-07:00Way to duck and jab and come up with that wiki let...Way to duck and jab and come up with that wiki letter solution. Maybe you should change the name to Tech Mama Writes.Katehttps://www.blogger.com/profile/14229054922453438248noreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-46599489917270818302010-07-27T09:45:07.693-07:002010-07-27T09:45:07.693-07:00I respond to all students' ideas or answers wi...I respond to all students' ideas or answers with one word: "Perfect!" I follow it up with "Any comments?" directed to the rest of the class. In short, I am not the one who decides if an idea is good or bad or if an answer is right or wrong. That job I leave to the students.<br /><br />Jan NordgreenAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-44136975546800867632010-07-27T02:07:26.760-07:002010-07-27T02:07:26.760-07:00Wow. I just read the maths autobiography you gave ...Wow. I just read the maths autobiography you gave to your students. You're fearless. It's made me reflect on how i start out with new learners.Vickynoreply@blogger.comtag:blogger.com,1999:blog-5303307482158922565.post-2481367763593195782010-07-26T17:54:53.702-07:002010-07-26T17:54:53.702-07:00Perhaps the first response to a question shouldn&#...Perhaps the first response to a question shouldn't be a redirect to someone else but to see what insights the original question poser had. I think it's rarely the case that someone has absolutely no idea how to approach a problem, and being able to express various levels of confidence in information is important. (i.e. statements such as "I think X is true" or "in most cases, it seems that X is true" are what differentiate people who give useful advice from people who just make blatant statements about truths and falsehoods)<br /><br />For instance, if someone asks if irreducible pythagorean triples always have an odd number as the hypotenuse, he or she has almost always done at least some explorative work already.Haohttps://www.blogger.com/profile/02348974241652264510noreply@blogger.com