Tuesday, 7 August 2018

Data, Reflection & Next Steps

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.
WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

Below is the current data taken from a recoded maths session of my target group.


It's great to see the children explaining their thinking more freely however unfortunately they're not using the word 'because' often enough. They say things like "so you go 20.3 x 2 which is ...." but they don't explain why they multiplied 20.3 by 2 therefore, not justifying their thinking. It is also evident that the children are not asking questions of each other off their own bat.



So what can do or change to further develop their dialogic discourse? Although I've introduced the waka paddle prompts, had the children participate in talking activities and modelled dialogic discourse I'm not seeing the results I thought I'd see. This has me wondering do I just need to be more patient or do I have to try something different? Maybe it's a bit of both.

Recently, on my blog, I was challenged by Dr Jannie van Hees to look at incorporating real world maths into my class, to get my kids out of the class to explore the maths around our local environment. She suggested that using "... relevant, motivating, authentic contexts will generate much talk and figuring out....and when suggestions are shared, and justifications expected, rich maths and maths language dialogue will occur." This makes sense to me I guess the challenge lies in incorporating it in my DMIC lessons but I'm sure it can be overcome.



Thursday, 26 July 2018

Going into Term 3 Reflection

As term 3 kicks off I've been reflecting on my inquiry this for this year. In this reflecting I was reminded of the inquiry that I did last year. I found that I have been so focussed on my inquiry this year that I have forgotten about the things I discovered the previous year.

Things like:
- How effective materials are for learning new mathematical concepts and knowledge.
- How hands on follow up activities are effective in concretising new learning.
- How combining create to learn tasks with hands on follow up activities and materials is effective in    consolidating new mathematical concepts.

Problem
How do I keep inquiring into this years inquiry while still applying the things I learnt last year? The simple answer is to 'just do it' however when you're engaging in a whole new maths pedagogy (DMIC) this is easier said than done.

Possible solution
DMIC maths sees myself working with half the class while the other half works on independent activities. My plan is to incorporate my learning from last year into the activities the children are doing when they are not with me. I haven't quite worked out what this will specifically look like however I'm determined to put something into place so that my learning from last year doesn't go to waste.


Sunday, 1 July 2018

Quick Inquiry Update

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.

WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

Anecdotally my target group are making progress in their ability to explain and justify their mathematical thinking. They are speaking with greater confidence and are using the word 'because' more frequently. They still often need teacher prompts but I'm finding they don't need as many teacher prompts and are more willing to share their thinking.

The waka prompts have been helpful in giving the kids something to launch from and they they are using them more frequently without me reminding them to use them. Unfortunately the kids still like to play with them and they can be a distraction but they are more useful than not. It has been great to see some of the kids request to not have waka prompts as they are confident they don't need them.

This week I will again be recording and measuring the mathematics discourse of my kids. I just hope the data reflects my anecdotal notes.

Thursday, 31 May 2018

First run with the waka paddles

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.

WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

This week I used the waka paddle prompts for the first time. As they were a novelty the kids were eager to use them. At first they weren't using them meaningfully. They viewed it more like a game to get rid of their waka paddles. After some more discussion around the purpose of the paddles and how the prompts needed to be used appropriately and meaningfully the paddles started to be used more effectively. One annoyance is that some kids were more focussed on playing with the paddles than the maths task however, I'm hoping that once the novelty wears off this won't be much of an issue.

Monday, 28 May 2018

Waka paddle prompts

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.

WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

The data I collected confirmed my suspicions that my kids struggled to explain and justify their reasoning in maths. My hunch is that the kids don't know how to do this effectively. To help them learn I have made prompts of the kind of things they should be saying when explaining and justifying their thinking.


The idea is that each kid holds a few prompts in their hands and their goal is to meaningfully use the prompt in their maths session. Once they have used it they can discard the prompt. My hope is that over time using these prompts will become second nature and they will no longer need them. I used the symbol of the waka paddle as we often talk about how we are one whanau and we are all in one waka. We need to all paddle in the same direction if we are to get anywhere. 

Wednesday, 9 May 2018

Some Baseline Data

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.

WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

This week I recorded my target kids collectively solving a problem. My goal was to capture and measure their ability to explain their thinking and inquire about other's. I noted done each time each child used any of the phrases, or similar phrases below. The kids worked on the problem for 15 minutes and this is their results.It's worth noting that two of the target group were not there that day. Their row has been marked with a -. 






It's interesting to see that the children did try to express what they are thinking however it often wasn't backed up with a reason. The word 'because' was seldom used and the others were left to infer the mathematica thinking and process from what was said e.g "You add 20 to 100 and then you....". Equally interesting is that only one child asked for further information/explanation from others as they expressed their thinking.

This married up with what I have been seeing anecdotally so it's nice to have some actual data. We clearly have a long way to go in developing a community where kids can confidently express their thinking and inquire of others. My next steps involve explicitly teaching the kids how to express and justify their mathematical thinking. My kids need to view each other as both a learner and teacher. They need to connect with the idea that they can learn from their peers and that what their peers have to say is valuable.






Tuesday, 1 May 2018

Inquiry update: Let the recording begin!

PROBLEM: My kids struggle to explain and justify their thinking and reasoning in maths.

WONDERING: How can I develop the mathematical dialogic discourse ability of my children?

While I had every intention last term of recording my students in order to measure their mathematical dialogic discourse ability, due to the business of school life and external factors (a baby being born 5 weeks earlier than expected) this did not happen. 

However it's now week one of term two and I will be recording this week! It's going to be great to have some baseline data on my kids, a reference point to build from. I only wish I had done this earlier as anecdoatally I have already seen my target kids become more confident in their ability to engage in mathematical dialogic discourse.