The same basic goal...just the inverses of each other. Nice. Writing out how the problem works on homework is going to be really helpful when they go to make the required work samples.
The question is, how do we get our students to ask these questions? The answer, I think (or at least some suggestions) are in the 545 reading from last week.
I'm taking your homework idea by the way. Thanks!!
Fabulous idea for incorporating reading/writing into your class! For people (like me) who do not see well in numbers and for whom clarity and "completeness" of a concept comes best with some words (complete thoughts are best), writing it out makes the most sense. Also, the better you get at writing out math processes and applications in words, the better you get at reading them (which comes in handy when you are reading TEXTBOOKS!).
I like the way you started your response talking about how reading and writing are connected and that the difference is just whether you are the giver or the receiver of the information. That's a great way to put it. What I took from this is that if you read more often, you are getting more exposure to good writing styles and vocabulary. This exposure can help you to become a better writer as you see positive examples being modeled.
I am also a proponent of teaching students why they are learning about XYZ and how it can help them in the future. This is one strategy of motivation that I discussed in my other posts and it happens to be the type of motivation that gets me to do things. I want to know how doing something will benefit me before I do it.
Using language to describe what students are doing in math can be beneficial to the learning process. It can push students beyond simply doing the equations to a level of actually understanding what they are doing conceptually. There is a lot out there about math teachers using writing to help students construct meaning in math. If you check out National Council for TEachers of Math website, you will find a lot there.
Aaron brings up a good question--how do you get students to ask questions. If we go back to the Smith readings, he talks about the importance of having readers/learners asking and answering their own questions as they "read." To facilitate this we have to create activities that will do this--for example DRTA kinds of activities. You can also give your students "frames" where you give them open questions, like "How come ...?" or "Why did ....?" If you give them these frames, ask them to write at least three questions during the lecture or a activity, then this can help them to practice that skill.
Wow, the beginning of our posts were really similar. Great minds think alike!
I love that you see your responsibility as a teacher to not only get them to ask questions, but to also help answer them. It’s a process, a conversation, a back and forth.
We've talked a lot about what and why in this class. I'm interested to know what you think the response will be to this integration of reading and writing in a math classroom. Do you anticipate students being resisitant? Have you had any experiences with this in pre-student teaching observation that help you understand how this works or more importantly when it DOESN'T work?
The same basic goal...just the inverses of each other. Nice. Writing out how the problem works on homework is going to be really helpful when they go to make the required work samples.
ReplyDeleteThe question is, how do we get our students to ask these questions? The answer, I think (or at least some suggestions) are in the 545 reading from last week.
I'm taking your homework idea by the way. Thanks!!
Fabulous idea for incorporating reading/writing into your class! For people (like me) who do not see well in numbers and for whom clarity and "completeness" of a concept comes best with some words (complete thoughts are best), writing it out makes the most sense. Also, the better you get at writing out math processes and applications in words, the better you get at reading them (which comes in handy when you are reading TEXTBOOKS!).
ReplyDeleteI like the way you started your response talking about how reading and writing are connected and that the difference is just whether you are the giver or the receiver of the information. That's a great way to put it. What I took from this is that if you read more often, you are getting more exposure to good writing styles and vocabulary. This exposure can help you to become a better writer as you see positive examples being modeled.
ReplyDeleteI am also a proponent of teaching students why they are learning about XYZ and how it can help them in the future. This is one strategy of motivation that I discussed in my other posts and it happens to be the type of motivation that gets me to do things. I want to know how doing something will benefit me before I do it.
Using language to describe what students are doing in math can be beneficial to the learning process. It can push students beyond simply doing the equations to a level of actually understanding what they are doing conceptually. There is a lot out there about math teachers using writing to help students construct meaning in math. If you check out National Council for TEachers of Math website, you will find a lot there.
ReplyDeleteAaron brings up a good question--how do you get students to ask questions. If we go back to the Smith readings, he talks about the importance of having readers/learners asking and answering their own questions as they "read." To facilitate this we have to create activities that will do this--for example DRTA kinds of activities. You can also give your students "frames" where you give them open questions, like "How come ...?" or "Why did ....?" If you give them these frames, ask them to write at least three questions during the lecture or a activity, then this can help them to practice that skill.
Wow, the beginning of our posts were really similar. Great minds think alike!
ReplyDeleteI love that you see your responsibility as a teacher to not only get them to ask questions, but to also help answer them. It’s a process, a conversation, a back and forth.
We've talked a lot about what and why in this class. I'm interested to know what you think the response will be to this integration of reading and writing in a math classroom. Do you anticipate students being resisitant? Have you had any experiences with this in pre-student teaching observation that help you understand how this works or more importantly when it DOESN'T work?