Anchor Chart based on Student Conversations In my previous post, I wrote how taking away the math from a problem empowers students intimidated or less knowledgeable of mathematical concepts to equally engage in problem-solving scenarios. Taking away the math not only levels the field of intuition, it also prompts construction of ideas by the individual and group and is absorbed into their collection of knowledge. This is how Lost Souls and Fishes Out of Water are able to safely engage in a safe conversation that does not place them in a math-knowledge deficit. However, these conversations also benefit the Tunnel Visionaries and Amnesiacs because as the group thinks collectively, they are also creating conceptual understanding.
To revisit the concept, here are two example questions that both ask for the same thing, but one gives the learner all information needed to solve the problem and the other, by taking away the math, requires the learner construct the knowledge (preferably within a group).
With the math:
Our class has eighteen students and one teacher. If each person eats three slices of pizza and each pizza has eight slices, how many pizzas does the teacher need to purchase?
Without the math:
How many pizzas do I need to buy for our pizza party?
Without the math, students engage in making sense of their problem in order to build their knowledge of how to solve it. The active sense-making moments are where the teacher observes interaction and clarifies misconceptions and guides further application, and it is these teachable moments in which a connection to word problem comprehension happens. As students discuss, they might not always have the knowledge of academic vocabulary to communicate their ideas. Teachers do, and can model thinking in anchor charts that become references for academic discourse. While listening to students, jot down what they are saying. Recording their ideas respects their voices and their thinking and uses their baseline knowledge to build connections and verbalize their metacognition. Apply their thoughts in a mathematical setting so they can see how even if they did not know it, they can and do think like mathematicians.
I included an example anchor chart based on the question I asked my students, "How many pizzas do I need to buy for our pizza party?"
As my students and I review the anchor chart, I would point out what observations or comments students made and where it is on the chart. I would acknowledge their quantitative analysis and point out that this is something they do every time they are trying to understand the purpose of the numbers in their word problems. I would stress understanding the relationship between quantities and values is important because the problem could not be solved without knowing this information. Visually representing the students' metacognitive process helps the Mathmagicians because they already know how to solve but need help with explaining what they know. It also equips Junior Teachers with the right academic vocabulary.
Compare the two word problems, or compare them with similar word problems. Ask the students what the difference is and which one is easier to solve and why. This comparison serves as a reflection of their learning and will strengthen the math skills they acquired in the lesson(s).
To revisit the concept, here are two example questions that both ask for the same thing, but one gives the learner all information needed to solve the problem and the other, by taking away the math, requires the learner construct the knowledge (preferably within a group).
With the math:
Our class has eighteen students and one teacher. If each person eats three slices of pizza and each pizza has eight slices, how many pizzas does the teacher need to purchase?
Without the math:
How many pizzas do I need to buy for our pizza party?
Without the math, students engage in making sense of their problem in order to build their knowledge of how to solve it. The active sense-making moments are where the teacher observes interaction and clarifies misconceptions and guides further application, and it is these teachable moments in which a connection to word problem comprehension happens. As students discuss, they might not always have the knowledge of academic vocabulary to communicate their ideas. Teachers do, and can model thinking in anchor charts that become references for academic discourse. While listening to students, jot down what they are saying. Recording their ideas respects their voices and their thinking and uses their baseline knowledge to build connections and verbalize their metacognition. Apply their thoughts in a mathematical setting so they can see how even if they did not know it, they can and do think like mathematicians.
I included an example anchor chart based on the question I asked my students, "How many pizzas do I need to buy for our pizza party?"
As my students and I review the anchor chart, I would point out what observations or comments students made and where it is on the chart. I would acknowledge their quantitative analysis and point out that this is something they do every time they are trying to understand the purpose of the numbers in their word problems. I would stress understanding the relationship between quantities and values is important because the problem could not be solved without knowing this information. Visually representing the students' metacognitive process helps the Mathmagicians because they already know how to solve but need help with explaining what they know. It also equips Junior Teachers with the right academic vocabulary.
Compare the two word problems, or compare them with similar word problems. Ask the students what the difference is and which one is easier to solve and why. This comparison serves as a reflection of their learning and will strengthen the math skills they acquired in the lesson(s).
