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Chapter 7 – Option 3 (Action) [Fall 2020]

11/16/2020 4:14 PM | Anonymous

Try one of these strategies in your classroom and tell us how it went. (Of course, try it yourself first to anticipate student responses and questions they might generate.) Please specify if you are teaching face-to-face, online, or other hybrid scenario.

            A. 101 Questions https://www.101qs.com/

            B. Notice and Wonder https://www.nctm.org/mathforum/

            C. Problem posing with data (like the fish scenario on pages 145-147)
 [Additional info/links at http://tjzager.com/book/chapter-7-mathematicians-ask-questions/]

Comments

  • 11/30/2020 10:04 PM | Anonymous
    I used Notice & Wonder for an Algebra 2 lesson on Polynomial End Behavior. The idea is that even exponents, like x^2 and x^4, give graphs that look similar on the left and right sides, either both up or both down (if the first term is negative). Odd exponents like x^3 and x^5 give graphs with different left and right sides, either down on the left/up on the right or reversed. I had students graph x^2, x^4, and x^6 all on the same graph, and posed the “what do you notice, what do you wonder?” I was pleasantly surprised at how rich the discussion got and how students noticed other features of the graphs I hadn’t “planned” to teach, like the common points (1,1) (0,0) (-1,1), and the behavior of the graphs between -1 and 1. We explored the scenario with a table to figure out what was going on numerically. We eventually got around to discussing my actual math objective, but got so much more out of taking the “scenic route” in this lesson.
    I wrote about this experience in this blog post: https://karendcampe.wordpress.com/2017/12/08/action-consequence-advantage/
    Note that the idea can be taught using any graphing platform. We were face-to-face when I taught it, but it also works well for online teaching environments.
    Link  •  Reply

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