#TEDEdChat Archive
Sparked by the enthusiasm of teachers in the TED-Ed community, TED-Ed hosts #TEDEdChat on Twitter every Tuesday from 6-7pm ET.
Tuesday February 9, 2016
6:00 PM EST
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it should help students train their brain and be able to come up with solutions to different problems
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A1: Ideally, for Ss to follow a passion which leads to understanding, knowledge, and skills that directly enhance their lives.
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In the UK for every student to achieve at least a C grade in GCSE mathematics in the 16-19 age sector
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Do you feel that this is the goal you would ideally want for a math class?
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A1: To build a foundation of skills and enjoyment that will aid Ss with lifelong skills no matter what vocation they choose
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A1 To develop the ability to estimate, approximate, evaluate.
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It would be nice if it got ppl excited about numbers and showed how you need it day-to-day... Mine never did.
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what kind of skills are required to achieve a C grade?
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math is the key to understanding the secrets of the universe
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A1: To develop analytical skills
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For me A1 is to help students develop a deep conceptual understanding they can later use as a foundation to apply to new skills
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A1: To allow student to explore real life applications of content through choice
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No but this is the goal of the UK Government plus w/o it it hinders progression onto higher courses
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A1 to not only teach math concepts but also how it is used real world settings.
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A1 how to use the application of numbers in order to solve problems
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the point should not be teaching. show them where to use math and help them how to learn
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A1 To understand the world around them thru a quantitative lens
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math is not any different than a fun game! Design the learning activities as games where the mechanics are all math
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I hear what you're saying but I still feel effective teaching has a place in this
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A1 - Love what said...The goal of math is to make sense of this world. We need more patient problem solvers!
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A1: There is no one way to solve a problem...
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And help them identify the problems and the data needed to solve them
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instead of complicating it and limiting himself to numbers and letters
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Q2 coming up in a moment!
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Q2 coming up in a moment!
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To me this is one of the main issues when teaching math,in the real world there is no single answer...
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Q2 How can we better encourage open-ended problem solving in an age of standardized testing? https://t.co/Pdd93fTLG5
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these transfer readily into distance time speed
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the role of teacher is changing from teaching to guiding. show them how U use math but do not make them to use it the way U want
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A2: Provide unsolvable problems--works on skills needed for testing, while also on persistence and logic needed for real life!
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yup it is abt shaping all those letters and numbers to real life problems. link school smart to life smart
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A2: Leverage mandates. Work to ensure tests students see are because there's no other option. https://t.co/GCBbdhLKlS
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Q2 How can we better encourage open-ended problem solving in an age of standardized testing? https://t.co/Pdd93fTLG5
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A2. Give Ss the ability to be in charge of their own learning. Use items like 20% time or Maker Projects
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How ideas/skills are introduced and presented, & how Ss are guided through the process of developing understanding
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A2 By placing the maths problem in a vocational / recreational context
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I like the idea, just be ready to deal with frustration
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A2 Project based learning, encouraging ss to find the data needed to explore and solve the problems https://t.co/9dj94r1tM4
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Q2 How can we better encourage open-ended problem solving in an age of standardized testing? https://t.co/Pdd93fTLG5
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Q2 S consolidate understanding see possibilities& applications & building confidence -all help Ss to answer ?s in a test + more
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Additionally, why is it important to encourage open-ended problem solving?
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A2: Reverse problem solving... Give answers... have them create problems
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I loved doing this with my first graders! So much more engagement and thought involved.
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A2 Get interactive and hands on.Try problem based learning where outcomes can vary!Design thinking approach allows for creativity
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in open-ended testing there must be a last question to determine which student has a better mathematical "sense" (1/2)
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a life skill & has application in multiple spheres of learning
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I love that you included creativity! Something that is so often missing in math instruction, but so important!
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just the fact that the only answer to a problem is defined and at the end of the book is a turnoff for ss
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still hoping you will do an earlier chat sometime- Europeans want in on the fun!
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A2 S develop understanding of 'possibles' not everything is 'one answer' -
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all questions must vary increasingly in difficulty, (2/2)
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Present eduction systems are just hoop jumping - no time to develop maths skills into real life contexts
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How about writing about your conclusions/learnings to math problems?
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A2 Continually remind stakeholders standardized tests are only one piece of the assessment puzzle. https://t.co/p6pb7c37JZ
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Open-ended questions are a great tool. By mathematical "sense" are you talking about intuition?
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Agreed! So little autonomy to determine the true goals/content of learning in our classrooms.
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A2: Make formative assessments more fun, engaging and interactive for Ss...no more bubbling those formative assessments
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create ?s on card & remove 'answer in the book element' generate opportunities for
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Great question! It encourages that there is no one answer to any problem - allows for ! https://t.co/XeXzoOofIA
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Additionally, why is it important to encourage open-ended problem solving?
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https://t.co/bxPq0wuWLh bring in and have them scale to real pyramids!how long will it take to print real pyramids?
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Totally feel like the missing piece is time. https://t.co/bxQWo8PZfT
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Present eduction systems are just hoop jumping - no time to develop maths skills into real life contexts
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Our math coach recommended this last year, & it was very rewarding! Students made more connections to life
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Jenna, EdTech/STEM Specialist for Lake County - showing up late ;)
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agree one piece of data on one day - share other data with stakeholders - to talk about learning
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How many times are we able to take maths problems outside the classroom into a vocational environment?
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Give students experiences instead of assignments, give students time to work with things like coding instead of spelling lists
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A2: Change the equation! I think Sir Kenneth Robinson does an excellent job addressing this https://t.co/gUjMaH2td8
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Q2 How can we better encourage open-ended problem solving in an age of standardized testing? https://t.co/Pdd93fTLG5
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. time will always be an issue for Ts & Ss - it is looking at things differently to create time that is the challenge 4 me
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Great point. Meaningful connections are not being established. And then we complain about lack of engagement.
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the learning in Math is highly transferable & the key is when Ss have opportunities to make this connection
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A3. Ditching worksheets, & 1 lesson for every Ss and moving toward online programs that measure progress automatically
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Authentic tasks that don't fit into the mold of a perfect math. Math can shine with being the ⭐️ https://t.co/coxQUdFGXH
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Q2 How can we better encourage open-ended problem solving in an age of standardized testing? https://t.co/Pdd93fTLG5
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A3 Use tools for computation and let them think deep about results, compare them rerun computations... https://t.co/53sTyyM6WB
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YES! "highly transferable" Cooking, carpentry, getting gas, buying groceries, budgeting - yes yes yes!! https://t.co/c1hr7MF0eT
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the learning in Math is highly transferable & the key is when Ss have opportunities to make this connection
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Agree time is a commodity we have little of & maths must crossover into other subjects to ensure relevance
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A3 Math, logic & analysis can be embedded into any subject area, especially when Ts collaborate & communicate across subjects.
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Formative assessments that help students make evaluations that apply to everyday concerns.
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A3: Provide a reason. Pose real-world problems that are meaningful. Make Ss feel 'obligated' to solve them, as Freire would say!
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agreed. So the true issue is covering content vs uncovering meaningful math.
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Thank you & engagement is a key factor
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Q3: Allow Ss 2 come up with different routes 2 solve the same problem. Don't penalize incorrect attempts https://t.co/d5MKsWIAHX
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mathematical "sense" is abt intuition, logic, the analytical approach
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A2 - have Ss create their own open-ended problems and cross-curricular thus deeper learning
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A3 Sit down and talk to the cooking or Social Studies teacher about students' math goals and find ways to reinforce them there.
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A3 Challenge thinking, model reasoning, provide opportunities to apply practically Create time & it!
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A2 Give students the answers to problems and let them figure out the solutions?
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Stephen: “: How can educators instill strong mathematical reasoning skills in their students? https://t.co/nX8BD4XZJ1”
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I love the Number Talks curriculum to help facilitate this!
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Love the cross-curricular idea, better if we can get the other teachers involved with math
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A3 By providing a vocational / recreational context - crossing over to other subjects is necessary to promote engagement
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Sorry for late join.Kevin a Teaching Principal of multi classes I a small rural Irish primary school
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by routes you mean methods, tools, both?
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We need to 'play' w math from a young age right thru school. Math is life (not a text bk ?) - we need to immerse in it!
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with practice comes everything. teachers have to go at mathematical probs at different difficulties
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. absolutely agree- not 'right & wrong' about the & why & how they found solution build understanding
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Absolutely! Math is often viewed as dry and boring - fun is a great way to engage students of all ages
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Should we worry more about computation or reasoning (with the ubiquitous access to technology seems like a valid question)?
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Q3 - ALWAYS ask why... How do they know? Can they apply it to something else? Something relevant to them?
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. when S view as a text book the & is diminished
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I don't teach math, but after looking at that site now I just want to do math problems all night!
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Ideally Ss would be engaged encountering their own problems where they feel math would be useful and research methods of solution
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My most memorable maths lessons was as a 9 yr old measuring outside like an ancient Egyptian
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I agree - too often we teach things only because it's what is next in the textbook
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we share thoughts about texts books - what do you think?
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.RT : Q4 How can educators build support from stakeholders to embrace patient problem solving? https://t.co/j9cDTjRBCl
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Is your classroom rich in 'math'? Blocks, building materials, toys, maker kits, games, logic puzzles, books, posters etc?
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A4) Educators must show stakeholders the importance of patient problem solving. They need the buy in too
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This would be ideal. But ideal is also a possibility
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A4-Stakeholders need understanding of the WHY. Demonstrate the common goal: preparing our children for LIFE.
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. thankfully I now teach in a school where we don't use text books but certainly have in the past
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Applying something abstract to something contextual is the bridge of engagement
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What a great memory to have! I'm sure it shaped your teaching of math!
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A parents night. parents play at centers with their kids and work as teams to complete complicated math https://t.co/gfg4wyKkGX
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.RT : Q4 How can educators build support from stakeholders to embrace patient problem solving? https://t.co/j9cDTjRBCl
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Tricky, patient solving requires that not all ss will progress at the same time. Show project results! https://t.co/BAA40v1iHH
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A4 It will require a huge cultural shift from valuing finding the answer quickly and painlessly to simply valuing thinking.
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A4 Communicate make learning visual, reflect & identify challenges, make connections visible
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YES. It is a huge change. So many different actors involved in the transformation.
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Absolutely! "Why?" is one of the easiest and best tools a teacher has.
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A4 - Maybe patient problem solvers will re-emerge naturally when the novelty of finding information instantly wears off.
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Q4: have focus group & compare results @ end of trial period- data speaks volumes when testing change https://t.co/Y3orXdIzQy
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A3 - Allow sufficient time for Ss to converse and explain their thinking. Model and provide sentence stems.
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A3 Relevant, meaningful and problem-solving. Students need to understand why and how the maths works and how to use it
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That modeling part is key! This may be a very new way of thinking and communicating for some students.
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everybody here agrees on having the real world problems as concept 4 math. who is not agreeing? why cannot we make this happenn?
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A4 move S thinking from, "can I do this problem?" to "how far can I go with this problem?"
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Thanks for clarifying, methods & tools- allow for exploratory learning https://t.co/ekPqg9hVmS
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by routes you mean methods, tools, both?
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Specially since admin is pressed by standards
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Mindset change! https://t.co/nq4vjokNHQ
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A4 move S thinking from, "can I do this problem?" to "how far can I go with this problem?"
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A4 build parental understanding and reduce fear through workshops? Key stakeholders to convince here though are policy makers!
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I am with you. I think the issue comes to standardized testing and massive amounts of content over meaning
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. agree Ss looking for possibilities & excited when they make connections or dev understandings = meaningful engagement
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A4 patient problem solving in land navigation - https://t.co/fJdklNREPh off-site out of classroom maths experiences
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Q4 I work with adult students. We focus on using real-life curriculum (calculating food budgets, etc.)
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A4 value PROCESS more than product (and be sure assessment and evaluation reflects this)
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Great resource! Thanks for sharing! Always on the look out for new and engaging problems
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definitely parents on the side. The use of digital content with parents and students could be powerful!
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It's never too late to chat https://t.co/PEha3hHAWN
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Kevin a teaching Principal of multi classes.Sorry for joining late
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Thank you use these in my sessions plus provide a link on the VLE for ease of Ss access
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What should a teacher say to a parent who just wants to know what their child needs to do to get an A on the test?
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. encourage risk taking, build confidence & use language of math to make thinking visible -less focus on the answer
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Identify the life-goals the parent has for their child. Show how that goal aligns with UNDERSTANDING math!
