“How do you assess this?” This is the question I eventually field during every opportunity I get to share pieces of my classroom with other stakeholders in education–be it teachers, administrators, or pre-service teachers. I don’t mind fielding it; it is a good question, one teeming with complexities and littered with implicit values. I was not the one presenting during my most recent encounter with the familiar script. Instead, I was eagerly awaiting its appearance as I thoroughly enjoyed a talk from an educator I hold in the highest regard. When it came, I tried to cling to his words …

Continue reading »## Shoe Sale Remake

I transferred schools at the end of last year, so for the first time in seven years, every one of my students I meet on the first day of school will be a stranger. This means that the first hour I have with each of the four classes is not only their introduction to the course, but also their introduction to me. It won’t take long for them to make an impression of me, of mathematics, of their classmates, and how I expect us all to co-exist for the next five months or so. I have written on first day …

Continue reading »## Prime Climb Puzzles

Let it be known that I am not a huge fan of math board games. That being established, I have tried on multiple occasions to create one that I like because the undeniable engagement factor is there. One of two things always seems to happen to my attempts: The game does nothing to change how students interact with the mathematics. Rather, it divulges into an attempt to get students to complete drills in order to win points of some type. Here, the math and the game exist as ostensibly separate entities. The game mechanism does not support flexible mathematics without …

Continue reading »## Constraining the Two-Column Proof

There is no dedicated course for geometry in Saskatchewan’s secondary curriculum. Instead, the topic is splintered amongst several courses. There are advantages and disadvantages to this, neither of which will be the focus of this post. I just thought that, especially for the non-Canadian crowd, a glimpse of context would be helpful.The notion of a geometric proof only appears in one course. It is presented as a single unit of study during a Grade 11 course and is preceded by a short unit on the difference between inductive and deductive reasoning. I have taught this course a lot over the …

Continue reading »## Experiencing Scale in Higher Dimensions

A colleague and I have often bemoaned our attempts to teach the concept of scale factor in higher dimensions. A topic that has such beautiful and elegant patterns and symmetries between the scale factors consistently seems to sail directly past the experience of our students. I have tried enacting several tasks with the students including some favourites from the #MTBoS (Mathalicious 1600 Pennsylvania and Giant Gummy Bear). Each time, the thinking during the task seems to dissipate when new problems are offered. It just seems like students have a hard time trusting the immense rate that surface area and volume …

Continue reading »## Solid Fusing Task

The progression followed by most teachers and resources during the study of surface area and volume is identical. Like a intravenous drip, concepts are released gradually to the patients so as to not overdose them with complexity. Begin with the calculation of 2-dimensional areas, and then proceed to the calculation of surface area of familiar prisms. (I say prisms, so a parallel can be drawn to the common structure for finding the volume of said prisms. That is, [area of base x height]). In this way, surface area is conceptualized as nothing more than a dissection of 3-dimensional solids into …

Continue reading »## Real-World: An Attack on “Relevance”

**deep breath**Last week, I caught myself saying something to a pre-service teacher as we planned a Grade 1 lesson for the making of 10s. I asked her, “Why would the students need to know how to make up 10s?” When she was auspiciously silent, I filled the space with a statement said entirely tongue-in-cheek. It was only upon reflection, that I kicked myself for not being able to shut up and allow her to think. I said, “…because my job is to convince teenagers they need logarithms, and that is much more difficult.” Now, aside from the unwarranted attack on …

Continue reading »## 100 Rolls Task

Most probability resources contain a familiar type of question: the two-dice probability distribution problem. Often times, it is accompanied with questions concerning the sums of the faces that appear on each dice. For example: Roll two fair, 6-sided dice. What possible sums can be made by adding the faces together? What is the probability that: a) the sum is 6 b) the sum is a multiple of 4 c) the sum is greater than 15? I think the obsession with this specific subdomain of probability questions stems from the elegant way in which a table of outcomes (pictured below) leads to a …

Continue reading »## TDC Math Fair 2016: A Summary

Background:On June 15th, my Grade 9 class and I hosted our second annual math fair. What started out as a small idea has grown into a capstone event of their semester. This year, we had 330 elementary school students visit our building to take part in the fair’s activities. Several people (following the hashtag #TDCMathFair2016) commented that they would like to do similar things with their student transitions. This post details the rationale behind the event, how we structured it, what stations we had, and feedback/advice from our exploits.Rationale:I pursued this opportunity with a two-pronged focus. First, I wanted to showcase a …

Continue reading »## Mathematics Is: Student Impressions

I have taught the second half of a Math 9 Enriched course for the last three years. The students generally finish two-thirds of the curricular outcomes during the first semester (with an different teacher). This alleviates the perpetual nemesis of time, and leaves me with no excuse to stretch the boundaries of what is possible in a classroom. I spend most of the time developing a classroom ecology focused around conjecture, community, and curiosity. The result is a constant focus on problem shaping, solving, and re-posing. At the end of the semester, I ask students to respond to a simple …

Continue reading »