Elementary math chat is a weekly math chat where participants come to discuss best practices, examine student work, explore routines for reasoning and research that guides and supports pedagogy centered on problem and student based learning.
Q0. Welcome to #elemmathchat for 3/22/18, creativity in the math classroom. So glad you could come and that I get to be here, too! Please introduce yourself, with como se llama, what your teaching situation is, and… what’s one of the places in your life where you feel creative?
John Golden, at Grand Valley State in Michigan, mostly teacher prep, elementary and secondary. One of the places I feel creative is playing a good strategy game. #elemmathchat
Melynee from OK, teach 6-8th gr math for Ss with disabilities. I feel creative when making things, painting, jewelry, ceramics, floral arranging..... crafty things, Also creative in how I connect with kids, writing, and dancing. #ElemMathChat
Hi everyone! Ann Elise, Math Specialist from NH. I had a burst of creativity last week when I prepared decorations for our school for Pi day...then realized I hadn't been creative in a long while. Gotta work on that! #elemmathchat
A0. My name is Kirstin Simmons, I am a preservice teacher from Concordia College in Minnesota, and I feel most creative when I play sports. I am excited to be a part of this conversation! #elemmathchat#CCED334
#elemmathchat I am interested in and working on this idea of creativity in math class, but I’m not going to play expert and tell you right or wrong. I can’t wait to hear what you all are doing and what you have tried or will try.
#elemmathchat Q1. What does it mean to be creative? What are the conditions for creativity for you? What supports you in being creative where you said in A0?
Thanks! It is genetic :) I wanted to be a hippie chick when I grew up! I had musically inclined parents/grandparents and my dad was an artist as a hobby. #ElemMathChat
Hi! My name is Karly Bokosky, and I am currently a student at Chapman University studying Education! I feel most creative when I am crafting and painting! #elemmathchat
A1 To be creative means I can think in diff ways, try diff ideas, learn from others & add my own twist.
To be creative, I need time (no sense of being rushed). #elemmathchat
I watched the video you shared. It really stuck with me that it is a simple idea that is hard to facilitate. I agree! I am wondering if adding project based learning when possible would be a good place to start. Of course we use diff. strategies now but need more #ElemMathChat
A1 I think its the problems and problem solving in games that makes me or helps me be creative. So maybe a condition for me is having some kind of purpose? #elemmathchat
A1 Being creative is having any idea and then planning and working through the process to make it come alive. No rules! No boundaries, messy is okay, Good enough for Jazz is okay too! #ElemMathChat
A1: Being creative to me is finding new ways to help students grasp concepts by addressing their unique needs. To feel supported in that effort, you must create an environment that promotes risk-taking and failure as learning. #ElemMathChat
#elemmathchat Q1. What does it mean to be creative? What are the conditions for creativity for you? What supports you in being creative where you said in A0?
A1. Being creative involves using your imagination to create original ideas. I am most creative when I create lesson plans. I use creativity to make accommodations for students learning needs. #elemmathchat#CCED334
A1: and patience from myself and others I might be working with. We are all painting at different speeds and interpret the figures differently-just like with math #elemmathchat
#elemmathchat Q2. Who has been important to you in learning to be creative or teach creativity? Personally or professionally? Tonight I’ll be quoting Robinson, Mitch Resnick, and Kirby Ferguson. I’ve learned a lot from local & #mtbos colleagues, too.
I have no clue what code names is. Hmmmm. Sumoku is a crossword style game with numbers. It’s awesome. #elemmathchat (4th graders 5th graders multiplying) but my family likes it too.
#elemmathchat Being able to implement your own ideas and flare into various areas of life/teaching. Creativity means using your idea without being influenced to change by outside opinions. #CCED334
A2: my grade school and high school art and music teachers, my parents, my high school French teacher. She was a little crazy with the demand but we learned so much and could create elaborate skits anyway we saw fit #elemmathchat
A1. Being creative means to allow yourself to explore your imagination and experiment with different possibilities. My supports to A0 comes from sports being so fast pace, I need to think of all possibilities and use creativity to find a quick answer & go. #elemmathchat#CCED334
#elemmathchat A2 My kids and Ss are really important mirrors for me. They remind me think differently. When I see them posing problems and asking deep questions, it inspires me. @mathinyourfeet@Trianglemancsd have both inspired me to be curious.
In reply to
@mathhombre, @mathinyourfeet, @Trianglemancsd
#elemmathchat have learned to be creative through teachers I had in school, my engineer brother, and musicians I have known. All of the lessons I have learned from them can be applied to my personal life and my profession. #CCED334
@mathinyourfeet led a great #elemmathchat a few weeks ago on math of the page. So tonight I’d love us to focus on traditional math content and the standards you have to cover. Can we teach for creativity in those math classes?
A2: having an opportunity to be creative as an educator is so important to me. Trying new, innovative ideas and being supported (no matter success or failure.) Need a leader like @JJCALABRESE or @jg_jgarrett, like I have been lucky enough to work with. #ElemMathChat
A2. For me, my mom and Dad have been important in my learning be creative. They are both 5th grade teachers and have both been my sports coaches throughout my entire life. I’ve seen their creativity at work and it has always inspired me. #elemmathchat#CCED334
A2
@TeatherBoard has helped me think more than anyone...which is a huge component of creativity
@Simon_Gregg & @Trianglemancsd have helped me see things in different ways.
I am inspired by people like George Hart and Bill Raulph to see how creative math can be
#elemmathchat
A2: My past co-teacher Diana Herrington helped me teach creatively. She made me realize that lecturing should be the last thing I should do. #elemmathchat
A2. I have learned to be creative through my basketball coaches. I feel that playing basketball my whole life really pushed me to think and act creatively. #elemmathchat
A3: I think you can allow students to be creative in how they solve problems. We do #numbertalks at my school and students have become extremely creative in how they manipulate numbers. #elemmathchat
A3: I’ve been using Math Talks to introduce math concepts. Recording student students’ thinking and praising “out-of-the-box” thinking fosters creativity to solve problems #ElemMathChat.
A2: Gosh! Well. Twitter has helped me a ton. But I’ll be honest I’ve just always been super interested in looking for ways to make kids love math ever since my first year of teaching. I did the cube project my first year and kids built the actual 3-d objects. #elemmathchat
A2: I had Algebra 1 kiddos build catapults to work on their understanding of quadratics. Thanks to @SweenWSweens. I just love making math come alive to students. #elemmathchat
A1: being creative in math? Check out these stop action fraction strip videos kids made. So amazing to see kids creating & being mathy! https://t.co/Jp4y0ydtIt#ElemMathChat
A3 We started a unit looking at card stunts. The final project was for students to create their own card stunt for a pep assembly. The only parameters was that it had to fit in the stands. This was the winning design that students chose. It is almost finished! #ElemMathChat
#elemmathchat I feel as though it’s my PLN (unbeknownst to them probably) on Twitter...has prompted me to move away from traditional models and try new th8mgs, and then adapt them further.
A3: if we don't see the need for creativity in trad math, we haven't thought about it long enough. When I hear "There's really just 1 way to do that" from a teacher, it's a sign they need to dig in a bit more. #elemmathchat
#elemmathchat A3: Yes! I was working w/2nd grade Ss-we were exploring a conjecture abt. sub. some from one addend & adding it to the other: S1"can you minus from zero?" S2:"it would be -1" Me:"Can you have negative cubes?" S3:"I think you would need two to get one."
A3 You absolutelycan be creative working within math learning standards. Creative w context, math tools, approach, environment working in, materials writing on, artistic models, musical connections #elemmathchat
A3 Our 4th graders just did "Measurement Art" where they started with given lines and wiggles and then created a picture w/ certain lines #elemmathchat
Absolutely! I’ve always learned tons from my colleagues in the building. Now my circle of colleagues is international!! Thanks to Twitter. #ElemMathChat
I took a @mathforumfunpow problem and brought it to life! The Ss loved it. The designs ranged from 30 sqft to 120sq feet and the designs were amazing! Students presented to class then we voted on one we are doing. #ElemMathChat
A3 sometimes I feel like I don’t and then had a student today say, “I love math b/c you make it feel like design, like we’re doing art” Today was a good day! #elemmathchat
A3: I used to have my kids model word problems with stop motion animation. So much fun to watch and have other S’s try to tell the problem! #elemmathchat
Yes, I launched our prime time unit by showing the half time one from a couple of years ago and the final project was to create one to do at a pep assembly. No limits, just fit it in the stands. We were in there measuring, counting, rotating So fun! #ElemMathChat
#elemmathchat Students can work geometric shapes/angles to create designs. Could have students create their ideal home practicing perimeter and area with the different rooms #CCED334
A3: Also had students create their own lessons based on class data to teach others content they were experts at. Several made their own #3act tasks! I’ll share the blog post. #elemmathchat
A3: we are trying “DRop Everything And Math” or “DREAM” in a 2nd grade class. Such creative ways kids are thinking about and pursuing their own interests in math! #elemmathchat@MsBerryhill_HIA
#elemmathchat Q4. People who teach creativity directly push the importance of open-ended questions, collaboration, and making connections among strategies. Do you have a chance to do any of these? Do you see a connection from these to creativity?
I'd add that the "Doing Math" section is not reserved for the end of a unit when we've already memorized all the important stuff, but that it should infuse all instruction. You all know that, I'm sure, but too often I'm asked, "You don't do that every day, right? #elemmathchat
A3: it's been a while since I was a facilitator of creativity with Ss but at the time I used choice boards & Ss soon began to make their own. #elemmathchat
I have also done this lesson https://t.co/egOk778wEB I brought all the different kinds of hot dog and hot dog bun packages I could find at the store Then Ss found decided how many of each needed to not have left overs #ElemMathChat
love these. Saw a teacher recently make a half box with grid paper and the silohuettes/direct views on the sides. Such elegant presentation. #elemmathchat
A4: I get a chance to spark creativity in Ts with PD & resources I create...they take them and use it as a springboard for their own ideas in their classrooms! !#elemmathchat
#elemmathchat
Yes, students who get lots of opportunities to work collaboratively on open-ended tasks get to experiment in an environment that cultivates creative thinking
A4 Clear connections! Ss never say or do the things you think they will. I am at my most creative when making sense of student thinking and facilitating the conversation that comes after collaborative work and open-ended questions #elemmathchat
@mathhombre A4 try to...when we give our students freedom to explore problems in diff ways, that’s when we often see the most creativity but this can take time, and built trust that their “crativity” will be honoured/celebrated. #elemmathchat
A4 when working on a big problem (like Barbie Bungee the other day) I try to put in a break for groups to hear other groups ideas about predicting. Almost always fruitful discussion and learner to learner questions. #elemmathchat
A4
Teaching THROUGH problem solving is about allowing our Ss to THINK and be creative first.... this requires us to start instruction with problems where we can listen to our Ss thinking...
A creative class learns FROM and WITH each other all the time!!!
#elemmathchat
I am also trying to find creative ways for my students to show me what they know. My Ss are superb at verbalizing strategies, but getting ideas on paper challenging. Looking at Flip Grid Need reliable technology! #ElemMathChat
#elemmathchat Q4. People who teach creativity directly push the importance of open-ended questions, collaboration, and making connections among strategies. Do you have a chance to do any of these? Do you see a connection from these to creativity?
I think we need to create the chance to use all of the above. It seems very time consuming in the beginning but I believe it’s completely worth the time spent in the long run #elemmathchat
#elemmathchat Q4. People who teach creativity directly push the importance of open-ended questions, collaboration, and making connections among strategies. Do you have a chance to do any of these? Do you see a connection from these to creativity?
A4
Teaching THROUGH problem solving is about allowing our Ss to THINK and be creative first.... this requires us to start instruction with problems where we can listen to our Ss thinking...
A creative class learns FROM and WITH each other all the time!!!
#elemmathchat
#elemmathchat Q5. Mitch Resnick, head of MIT Media Lab, teaches that the creative process is a spiral. Have you done or can you imagine a way to engage your learners in this spiral in math class?
Q4 It is such a joy working w/ Ts who are open to trying open, creative, visual, challenging math so that Ss are able to make sense of math, persevere, find joy in math, and learn #elemmathchat
#elemmathchat A4: I think it is most important for us to build a space for students to create meaning in math class. So, I try to ask myself, regardless of the task or activity we are doing, are Ss creating meaning? Maybe meaning making is at the heart of creativity.
A4 I find using #noticewonder with Ss at every opportunity/problem is a great way for Ss to ask their own ?s and set their own path for strategizing, collaborating, and learning. #ElemMathChat
Q1. Creative means being able to gather multiple ideas and change them in a way for students to be able to grapple with. It’s a new perspective. Creativity comes many places - being open to it is key. #elemmathchat
A4. It is extremely important to have open-ended questions and allow for collaboration because it pushes students to think critically. #elemmathchat#CCED334
A4 When tasks are more open, there are more options for Ss to be creative and try diff ideas, be ok making mistakes, and try something new.
#elemmathchat
#elemmathchat Q5. Mitch Resnick, head of MIT Media Lab, teaches that the creative process is a spiral. Have you done or can you imagine a way to engage your learners in this spiral in math class?
The extension at the end is super easy for kids to use...it is my favorite still. If you get kids who are way into it...you might use @wevideo too. #elemmathchat
In reply to
@Texaslifeskills, @MissMath_Teach, @themathgirl, @mrsforest, @WeVideo
A5: I totally saw this when Ss were doing Marbleslides today. Imagine a parabola, guess an equation that works, try it out, share with a partner, reflect on their mistakes, keep trying again. #elemmathchat
#elemmathchat Q5. Mitch Resnick, head of MIT Media Lab, teaches that the creative process is a spiral. Have you done or can you imagine a way to engage your learners in this spiral in math class?
#elemmathchat Students practice creativity answering open ended questions by expressing their ideas fully without outside influence. Collaboration & connections among strategies together. Each student has unique ideas, combining and sharing them allows for new creations #CCED334
A1. Being creative means to think outside the box. This means thinking of many different ways of figuring out similar problems. I find that the Internet helps me become more creative because there are so many different ideas out there which helps me. #elemmathchat
A5
Seems like a useful way to think a day's lesson, but an even better way to think about your instruction over time. Do Ss know that the imagination, play, and reflection they did yesterday is integral to what you're doing today? If not, we're missing something #elemmathchat
A5 We spiral by asking what do I notice/wonder, have I done a prob like this before, can I solve easier prob? Will working backwards help, what patterns/relationships do I see, what tools can I use, can table, graph, picture or model help, How is this connected #ElemMathChat
A5:) I see this in my students when we do design challenges. Creating one thing that works sets them off to bigger ideas. “Now we can do THIS...” a kid in class says with frequency. It’s like one design is always just the beginning. #elemmathchat
A5: We let our kids lead math groups a couple of times last year after they demonstrated mastery of a skill. We let other S's sign up for their small group and it was precious and moving! #elemmathchat
#elemmathchat Q6. Kirby Ferguson preaches how everything is a remix. We might think creativity is introducing the all new, but not the people who study it. How can we introduce the remix to math class? Is it safe to encourage copying?
A2. My mom has really been important to me in learning to be creative. Since she too is a teacher, she sees many different solutions to problems as well as different ways to approach issues in the classroom. #elemmathchat
I love your contributions. It’s definitely key to foster perseverance through productive struggle and the notion of considering mistakes as learning opportunities #ElemMathChat
A6 I copy all the time in my creativity! Why not!?! It is a place to start, it is a place to feel supported, it feels safe, then I soar! Of course remix is okay! Remix is life right? #ElemMathChat
@mathhombre A5. I like the idea of using this in a STEM activity where students can imagine and use creativity to think about a problem, create a plan, play around with it, share with classmates, reflect, & repeat the spiral! #elemmathchat#CCED334
A6: When participating in Math Talks, students often “copy” other students’ thinking until they generalize it and use it on their own. I think this is powerful! #ElemMathChat
#elemmathchat Q6. Kirby Ferguson preaches how everything is a remix. We might think creativity is introducing the all new, but not the people who study it. How can we introduce the remix to math class? Is it safe to encourage copying?
A6 #elemmathchat
I copied a “How to be Creative” poster from a MS Art Teacher. Still, it can inspire me to look at how I do math differently.
Creativity isn’t about doing new things but looking at things in new ways.
https://t.co/oJJMB29g8x
(just been lurking 'till now, ,,,) I think copying is valuable because it increases familiarity with the material. Familiarity supports fluency. Fluency supports making creative connections. #elemmathchat
A6 Ss need a safe space to be creative--for some, the first step in copying. Being creative is risk-taking and I want all Ss to feel a part of what is going on. Eventually Ss have enough experiences "copying" that they feel comfortable trying a new idea of their own #elemmathchat
We do this every week in STEM club! We built simple machines, came back the next week and worked to improve Critique thinking of others and provide advice! Kids love it! #ElemMathChat
A5 Every Monday we do Maker Space where they explore/create. At the end, I always leave time for sharing, and we discuss, “what Math was needed to create the piece they created.” They love the sharing time as much as the creating sometimes. #elemmathchat
Q4. This sounds like the norms for a classroom. We explore learning, we work together, we seek to connect our learning to other ideas. It seems these ideas need to be in place to encourage students to be creative, and allow the time for teachers to be creative. #elemmathchat
A6 since I think we've made copying taboo, students feel like they need to hide it. One thing that has helped is stressing the idea of attribution. I liked what ___ did so I started with that... But this is a hard sell. #elemmathchat
A6: I think the key to “being creative “ is to stretch your thinking and come up with ways to solve problems that are new to you and that make sense to you. #ElemMathChat
A6. I like the idea of teaching remixes! Itself is a creative spinoff of stereotypical math. I think copying ideas is fine to do because they are copied because they make sense to students but if there are ways that students would understand and stick better,use it! #elemmathchat
#elemmathchat Q7. Creativity increases when the creator’s sense of ownership increases. How can we or how do you help math learners gain ownership over their ideas and work? (This follows the remix question on purpose!)
A6
Maybe we could cast copying as "apprenticeship"
Copying the work of a master has always been viewed as valuable. It can be foundational for our own identity.
Who we chose to copy also says a lot about us #elemmathchat
#elemmathchat Q6. Kirby Ferguson preaches how everything is a remix. We might think creativity is introducing the all new, but not the people who study it. How can we introduce the remix to math class? Is it safe to encourage copying?
A7 Increase ownership by encouraging Ss to find their voice, share their ideas, make their own connections
I try to remember that whoever is doing the talking is doing the learning/sense-making...
More kid talk!
#elemmathchat
Thanks @mathhombre for the inspiration tonight.
I am thinking about this sentence... I liked what ___ did so I started with that...
I love this idea
Thank you!
#elemmathchat
