To confirm the deepest thing in our students is the educators special privilege. It demands that we...
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Transcript of To confirm the deepest thing in our students is the educators special privilege. It demands that we...
To confirm the deepest thing in our students is the educator’s special privilege. It demands that we see in the failures of adolescence and its confusions, the possibility of something untangled, clear, directed
(Barbara Windle)
Adolescent learning and secondary mathematics
Anne Watson
University of Oxford
Sherbrooke, May 2008
Closer
Find a number which is closer to 3/8 than it is to 3/16
… and another … and another
More ‘… and another’
Make up a linear equation in x whose solution is 5
… and another … and another, but this one must be VERY
different from the previous one
Affordances of exemplification tasks
… and another
• Awareness of example spaces
• Awareness of dimensions of variation
• Awareness of ranges of change
Comparing equivalent objects
How many ways can you find to express the number of dots in this diagram?
Affordances of comparison
How many ways …?
• Equivalent representations
• Transformation between representations
• Arguments about completeness
Grid multiplication
x + 3
x
- 2
Surds/irrationals Use grid multiplication to find a pair of
numbers like a + √b which, when multiplied, have no irrational bits
c
√d
a √b
Affordances of construction tasks:
to learn how to enquire to solve problems in ad hoc fashion to extend and enrich personal example
space to understand properties and structure
(stronger mathematical activity)
Enlargement
Affordances of comparing methods
• identify supermethods
• informed choice is empowering
• knowing limitations is empowering
• understand why we have algorithms
Adolescence is about … identity belonging being heard being in charge being supported reorganising neural
pathways in frontal cortex
feeling powerful understanding the
world negotiating authority arguing in ways which
make adults listen
sex
Adolescent learning is progress
from ad hoc to abstract from imagined fantasy to imagined actuality from intuitive notions to ‘scientific’ notions from empirical approaches to reasoned
approaches
Mathematics learning is progress
from ad hoc to abstract from imagination to abstraction from intuitive notions to ‘scientific’ notions from empirical approaches to reasoned
approaches
Consecutive sums
1 + 2 + 3 + 4 + 5 + 6 = 21
10 + 11 = 21
6 + 7 + 8 = 21
Affordances of enquiry tasks:
Choice; action (agency) Conjectures; perspectives (identity) Ownership (empowerment; identity) Discussion (collaboration) Reflection Changes in mathematical activity??
The fallacy of choice
Choice does not necessarily lead to stronger mathematical activity
Fallacy of reflection:
to validate and assess work to evaluate personal effort to evaluate strength of procedures,
working methods and results to identify structure, abstractions,
relations, properties (stronger mathematical activity)
Possible shifts in mental activity due to teacher intervention in ‘consecutive sums’
Discrete – continuous Additive - multiplicative Rules – tools Procedure – meaning Example – generalisation Perceptual – conceptual Operations – inverses
Pattern – relationship Relationship – properties Conjecture – proof Results – reflection on
results Result – reflection on
procedure/method Inductive – deductive Other ….
Multiplicative relationships
Multiplicative relationships
Multiplicative relationships
x 2 = 24
x 3 = 24
e x = 24
Multiplicative relationships
24
2
6
3
2
212
Multiplicative relationships
Multiplicative relationships
xy = 24
x = 24/ y
y = 24/ x
What is the same/different about the last two?
Multiplicative relationships
What two numbers multiply to give 24?
…and another
…and another
What three numbers multiply to give 24?
What number squared gives 24?
Problematic aspects of secondary mathematics
probability proportion & ratio non-linear sequences symbolic
representation proving things adding fractions…..
understanding limits using algebraic
relationships reasoning from
properties …
What shifts are needed to learn secondary mathematics?
Discrete – continuous Additive - multiplicative Rules – tools Procedure – meaning Example – generalisation Perceptual – conceptual Operations – inverses
Pattern – relationship Relationship – properties Conjecture – proof Results – reflection on
results Result – reflection on
procedure/method Inductive – deductive Other ….
Adolescent actualisation in mathematics
identity as active thinker belonging to the class being heard by the teacher understanding the world negotiating the authority of the teacher
through mathematics being able to argue mathematically in ways
which make adults listen
Adolescent actualisation in mathematics
being in charge of personal example space
being supported by inherent sense of mathematics
feeling powerful by being able to generate mathematics
being helped to make explicit shifts of conceptualisation
sex …??
Raising Achievement in Secondary Mathematics Watson (Open University Press)
Mathematics as a Constructive Activity Watson & Mason (Erlbaum)