Weekly Reflection 3

Mistakes in Math

            In today’s classroom, I’ve noticed that so many students are fearful of making mistakes in class. As a child, I also feared this – and sometimes I still do! Participating in class and sharing your ideas allows students to be vulnerable and therefore the change to look ‘wrong’ or ‘dumb’ in front of their peers. However, we need to teach our students the importance of making mistakes! In today’s math class, we are trying to emphasize students’ process and thinking. By doing this, educators are placing more value on the ways that students work and the questions that they ask! In order to deepen their understanding, students NEED to make mistakes! We need to ensure we create a safe, supportive environment that values and embraces mistakes; by using our students mistakes as a learning opportunity, we can help students learn to persevere and work through challenging tasks. As a result, this teaches our students and improves their problem-solving skills and perseverance, which are valuable skills that they will need in their future endeavours.

            Some of the videos brought up the important aspect of “making our students feel comfortable with making mistakes.” In my placement, many of my students would easily become frustrated if they did not understand a new mathematical concept right way; therefore, they would close their binder and give up. I constantly had to ensure students that they shouldn’t know what to do right away – that’s why we’re learning it! It’s good to be uncomfortable and confused and working through these challenges only improves and refine these skills.

This video talks about the importance of mistakes not only in math, but in life! Those who are more successful, have actually made more mistakes! People such as Michael Jordan, who has accomplished so much, but has also made many mistakes (including, missing the game shot 26 times!) These mistakes and failures he says, are actually the reason why he is successful.

Math and Speed

            This is such an important concept that educators today should be aware of when teaching math. Although it is challenging to allow the right amount of time for each student when everyone learns at a different rate, we need to be mindful of creating a classroom that doesn’t measure the success of math through how fast a student can solve a problem. Especially when introducing students to new material, speed should not be a factor – they should have as much time as they need in order to properly participate in discovery-based math. At times, as a way to consolidate learning at the end of a unit or teaching a concept, I have used speed game challenges for fun and to improve student engagement. Students like competition between peers, so the only ways I would use ‘speed’ in math would be as a fun competition when they have had time to learn and practice the given material.    

 

Instructional Methods of Differentiation

            Additionally, we are going to discuss the importance of differentiation in math, and the important role in has when reaching a variety of leveled students. We differentiate our instruction in order to engage each student. An important factor in math is allowing a proper amount of time for each student to process a variety of problem-solving contexts.

The questions you ask your students are very important to probe and guide students into asking and thinking about the question being asked. By asking such questions, students can enhance the ways in which they communicate and justify their answers. Using open questions in math allows for students of all abilities to participate and defend their thinking equally.

Content Differentiation

Create rich tasks – which are:

• Are accessible to a wide range of learners
• Draw learners in with an intriguing starting point
• Offer opportunities for initial success
• Challenge learners to think for themselves
• Low threshold and high ceiling tasks (different levels)
• Allow learners to pose their own questions

Process Differentiation

• Groups, partners, individual work
• Timing
• Manipulatives

Product Differentiation

• Amount of work, number of tasks
• Roles within the group
• Subject matter