Today's first MPI session was a really impactful day looking at the following areas:
1. What Characterises a ‘Good Mathematician’?
2. The Idea of Teachers as Mathematicians
3. Mathematics Across the Curriculum
4. Using extended discussion in maths
5. How to Grow ‘Good Mathematicians’
A Good Mathematician
Some of the following things have stuck out for me today. Firstly, thinking deeply into what makes a 'Good Mathematician' was challenging. As teachers we often think that it's those kids who can answer questions quickly and correctly is what makes a good mathematician. However, today we were challenged that it's our learners ability to think creatively and critically and logically. Also, it's their ability to enjoy an intellectual challenge and to relish the struggle of finding a solution; both individually and as part of a group.
Something that was impactful to me was the concept of finishing quickly. "Many people incorrectly believe that being good at maths means being fast at maths. It doesn’t - and we need to disassociate maths from speed." This is so true. Often it is in the quiet, slow wrestle of a problem that gold can be found!
Maths is a Visual Subject
I read a small research paper called, "Seeing as Understanding: The Importance of Visual Mathematics for our Brain and Learning: by Jo Boaler, Lang Chen, Cathy Williams and Montserrat Cordero. This explains that visual processing is an important part of how our brains learn maths, even at higher levels. Using visual aids and manipulatives can help students of all ages understand maths concepts more deeply. It argues that the old approach to teaching maths (an abstract approach) can make maths more difficult for students to learn and can discourage them from pursuing maths further. This is incredibly freeing for teachers to know that it's not just for struggling learners or for younger aged learners. This is for all learners and all topics!
Really looking forward to the next session!
Kia ora Kent,
ReplyDeleteThanks heaps for sharing your reflection on MPI Day 1.
I made similar connections when we first started discussing the idea that maths shouldn't necessarily be time-bound, in order to be considered 'good' maths. Totally makes sense when you think about it, but is definitely not what was popularised through maths learning at school in the last few decades! An interesting conundrum here though will be around testing, and life in general, as that is in most cases relatively time-bound, and so there's probably a balance conversation to have here around providing the time and space for learners to take their time, while still managing to get through all the things necessary in the time allocated.
I look forward to hearing how you get on with your small group and the maths survey :)
Georgie