MAAIPGuide:AResourceforImplemen6ngMeaningfulMathema6calTaskstoFosterStudentEngagement

AprilStromSco,sdaleCommunityCollege

1-11-18

MAAIPGuide

ThankyoutotheClassroomPrac@ceswriters!

•  JamesAlvarezandAprilStrom(co-leads)–  Sco,Adamson–  SpencerBagley–  DerekBruff–  BethCory–  JessicaDeshler–  AngieHodge–  BethKelly–  Brigi,eLahme–  JohnMeier–  ChrisRasmussen–  JackRotman–  RobertTalbert

Q:Whoisdoingthethinkingintheclassroom?

Students?or

You?

Isit1958?Or2018?

Whoisdoingthethinking?

Whoisdoingthethinking?

FosteringStudentEngagementinMath

•  Ac@veengagement–  Ideathatlearningoccurswhenstudentsconstructtheirownknowledgethroughsocialinterac@ons.

•  Cogni@veengagement–  Ideathatlearningoccurswhenstudentsarecogni@velyengagedinthemathema@cs.

ClassroomPrac@ces:Selec@ngAppropriateMathema@calTasks

•  Intrinsicvs.ExtrinsicAppropriateness(Talbert)•  Theore@calFrameworksforUnderstandingAppropriateness

•  ChoosingMeaningfulGroup-worthyTasks•  Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)

•  ErrorAnalysisofStudentWork•  FlippedClassrooms•  ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM)

ClassroomPrac@ces:Selec@ngAppropriateMathema@calTasks

•  Intrinsicvs.ExtrinsicAppropriateness(Talbert)•  Theore@calFrameworksforUnderstandingAppropriateness

•  ChoosingMeaningfulGroup-worthyTasks•  Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)

•  ErrorAnalysisofStudentWork•  FlippedClassrooms•  ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM)

Intrinsicvs.ExtrinsicAppropriateness(Talbert)

•  IntrinsicAppropriateness–  theaspectsofthetaskitselfthatlenditselftoeffec@velearning

•  Extrinsicappropriateness–  theexternalfactorsinvolvingthelearningenvironmentthataffecthowwellstudentswilllearnfromthetask.

Considera@onsforSelec@ngAppropriateMathema@calTasks

•  DoIhaveclearly-statedandconcretelearningobjec@vesdefinedforthelessoninwhichthetaskisgoingtoappear,anddostudentshaveaccesstothoseobjec@ves?

•  DoIhaveac@onableinforma@on,basedonforma@veassessmentorsurveys,aboutmystudents’mo@va@ons,agtudes,andmathema@calreadinessforthetask?

•  Basedonthatinforma@on,doesthetaskmeetstudentsattheirlevelofexper@se(nottooeasy,nottoohard)andattheirlevelofreadiness(theyarepreparedtodothetaskapartfromhavingtherightlevelofexper@se)andmo@va@on(studentshaveareasontoperformthetaskapartfromextrinsicrewardsandpunishments)?

ChoosingMeaningfulGroup-WorthyTasks(Steinetal.,1996)

•  Low-LevelCogni@veDemand– Memoriza@onTasks– ProcedureswithoutConnec@onsTasks

•  High-LevelCogni@veDemand– ProcedureswithConnec@onsTasks– DoingMathema@cs

Communica@on–Reading,Wri@ng,Presen@ng,Visualizing(MP3)

•  CommonCoreStandardsforMathema@calPrac@ce– MP3:ConstructViableArgumentsandCri@quetheReasoningofOthers

ProceduralFluencyEmergesfromConceptualUnderstanding(NCTM,2014)

•  Example:DividingFrac@ons–  Keep-change-flip

•  “Whenstudentslearnproceduresinsuchawaythattheyareconnectedtoconceptualfounda@ons,theywillhavemoresuccessinusingtheseprocedures,willrecallthemforalongerperiodof@me,andwillbeabletousetheseproceduresflexiblyandeffec@velyinaproblemsolvingsitua@on”(NRC,2005).

Q:Whoisdoingthethinkingintheclassroom?

Students?or

You?

Thankyou!Ques@ons?

april.strom@sco,sdalecc.edu