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Engaging mathematicalminds
Mike Askew
Wiltshire, 2 July 2009
Mathematical power
'Mathematical power is best described by a set of habits of mind. People with mathematical power perform thought experiments; tinker with real and imagined machines; invent things; look for invariants (patterns); make reasonable conjectures; describe things both casually and formally (and play other language games); think about methods, strategies, algorithms, and processes; visualize things (even when the "things" are not inherently visual); seek to explain why things are as they seem them; and argue passionately about intellectual phenomena.'
(Goldenberg, Cuoco and Mark, 1998)
Some maths…
Let’s play a game:
You need a friend to play with.
You need a 0-20 number line:
Creative and conjecturing
• What differences did you notice in:the ways you interactedthe mathematics that emerged?
Did ‘strike out’ encourage a creative climate and a conjecturing atmosphere?
Public conversation
• Repeat
• Re-voicing
• Rephrase
• Build on
• Agree/disagree
- centred
• Teacher - centred
• Pupil - centred
• Mathematics - centred
Mathematical Habits of Mind
• Generalising and reasoning• Creativity• Curiosity and perseverance
Mathematical Habits of Mind
• Generalising and reasoning• Trying out examples (specialising)• Looking for patterns and connections• Generalising• Explaining and justifying
Mathematical Habits of Mind
• Creativity• Creating representations• Making conjectures• Original approaches• Elegant solutions
Mathematical Habits of Mind
• Curiosity and perseverance• Looking for connections and
relationships• Accepts being stuck as honourable• Poses questions• ‘Stickwithitness’
Five ingredients that contribute to successful lessons
• Lesson starts: low threshold, high ceiling activities
• Creative climate and conjecturing atmosphere
• Valuing mathematical thinking
• Purposeful activity and discussion
• Develop expert learners
Pit
uncertainty confusion
cognitive conflictJames Nottingham
Northern Wisdom
Beginning End
Creative Climate
Energy available for task or success
Energy required for emotional survival
Total energy of individual
Threatening
Adversarial Neutral Supportive
Cooperative
Ceserani & Greatwood, 1995
Does attending to community work?
• Necessary for effective group work
• Positive effects of stereotypes
Within groups• Paired collaborative work good for
conceptual development• Small group collaborative work good for
extension work• Individual work good for practice and
consolidation• Thus we need a ‘social pedagogy’ • None of this is possible without trusting
relationships• Does not happen ‘naturally’ and needs
continuous attention (Kutnick 2006)
Everyone gains
• Pairs/small groups can produce a solution that is more sophisticated than the most capable individual in the group can produce alone.
Stereotypes and success• Success and failure may arise from
awareness of stereotypical views held about groups to which we belong.
• Social identity research is examining how we take on (internalise) and live out (externalise) identities that are shared with peers and how these can change.
• Points to importance of expectations of classes, schools, authorities, not just individuals.
Community of mathematians
• Bring to mind a time when you had a good experience of being part of a mathematical community.
• Share your story with 2 others.
• What similarities are there?
• How would you recognise a mathematical community (as distinct from a polite class)?
Community or class?
What would a mathematical communitylook like?