We explored a unique way of fostering student’s thinking by exploring
the technique known as a math congress. The congress was a combination of last
week’s kitten problem and then using the solutions in what is called a math
congress (developed by Dr. Cathy Fosnot). I really liked this method as a congress
allows for students to be engaged in the math problem, and in trying to figure
out “a” solution, which is not necessarily the “only” solution. We began with
the kitten problem of comparing 12 cans for $15 at Bob’s store versus 20 cans
for $23 at Maria’s store. Then we began with thinking and reflecting on our own
to figure out a solution, followed by sharing with our elbow partners to figure
out a solution. As a group of four, we had to collectively decide on one way of
solving a problem. This allowed for each of us to collaborate by sharing our ideas,
thoughts and perspectives. This great technique used in classrooms is known as,
“think, pair, share.” These solutions were then saved to be used in the
class to conduct a class discussion the following week.
Once each group had a solution, this is when the math congress came to
life. Each group joins another group to form a mini congress, where two
students facilitate and guide the discussion. Each student uses their
respective solutions to share their groups thinking to the rest of the
congress. This goes on till all the solutions at the congress are understood
and the thinking of each group has been made visible. The teacher also
carefully picks which groups should work together to display various samples of
thinking and problem solving, allowing for a rich understanding from various
perspectives. One solution that really stood out to me was one that was presented
in another class. Students developed a strategy to assign a dollar value to each
can and compare which deal is better using both pictures and numbers. Although
I did not think in this way, I really like their strategy of figuring out a unit
price to compare. Overall it was great to see all the brilliant strategies that
can be discovered if math focused more on the depth than breadth of a student’s
understanding. Once our thoughts, ideas
and perspectives were shared, we did a gallery walk to see all the other
solutions. Once again, it was incredibly fascinating to see all the various ways
of presenting the solution to just one problem.
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| Finding unit price of each can at each store (Khalid, N © 2016) |
Numerate vs. Innumerate:
In the following video Dr. Cathy Fosnot discusses the kitten problem
and shares solutions that students in a math class discovered and presented. At
the very end of the video, she explains that numeracy is when an individual
looks to numbers first and comes up with an, “elegant, efficient strategy given
those numbers.” While, “someone who is innumerate uses the same strategy for
all problems no matter what the numbers are.” I have to agree with her, although like I have
mentioned previously, it is hard to think differently when various algorithms
have been drilled into our heads. These new techniques make it apparent the
need for change in the way we approach and teach mathematics.
Cathy Fosnot - What is numeracy? from LearnTeachLead (1) on Vimeo.
Hello Nuha,
ReplyDeleteI love how you made the point about the need for change. Change is all around us. Technology is a great example of this. I do find it important to rethink our old methods. When teaching it is good to teach current methods and different ways for all to understand. Something I do struggle with however is, for people like myself who have had certain methods "drilled" into our heads, would it be wrong for us to continue using those methods if we find it suitable for our own needs? I also enjoyed the math congress idea and think that this method can be transferred over to many other subjects.