|
|
|
|
Purpose |
|
To focus on the
mathematics and the reasoning in a student’s work rather than on a
preconceived way of approaching the given task. This focus allows you to
better understand how a student is thinking and can inform your next
instructional move (e.g., question and/or task to pose) |
|
|
|
|
Description |
|
In this activity you will analyze students’ mathematical work (Click
Chart
1.1.1 to see the
students' work) to build a hypothesis about what mathematics the
students seem to understand. Pretend that these are new students in your class and you are trying to assess what these students seem to know mathematically. Keep in mind that you are not instructing at this point, you are only attempting to gain an understanding of the students’ mathematical understanding based on the work provided. The students have not used “standard” approaches in their work. This does not necessarily mean that the students are incorrect in their approach. |
|
|
|
|
Task |
|
Your task is to determine if their approach is mathematically correct and if so, how does their approach relate to how you thought about the task or to a “standard” approach that may be taught in schools. If their approach is mathematically incorrect, where did their approach break down? In other words, why (mathematically) does their approach not work?
After you have analyzed the students’ work, discuss what you have determined about these students’ mathematical understanding with your learning community: “ What is the mathematical understandings displayed by Alphie? Boris? Casper? Daphy?”
Please click Activity 1.1.1 Discussion to share with other people your analysis. |
|
|
|
|
Evaluation |
|
Once you have finished this activity,
click here to complete the
Learning Check. The Learning Check allows you to evaluate how this activity has assisted you in your professional development. |
