On Brilliance, Relevance, and Impotence: A Classroom Example

Everyone knows that you can’t wish for more wishes, but no one says you can’t wish for more genies. According to the binding rules of genies (as published by Disney in the 1992 film, Aladdin), there are a few restrictions on what can and cannot be wished for. Probably the most famous restriction is that there is unequivocally no circumstance in which one is permitted to wish for more wishes. This is grouped with three other limitations stating that genies will not kill people, make people fall in love, or revive people from the dead. Other than that, the wishes …

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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 …

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Visualizing Linear Systems

My Grade 9 students don’t see an equation for the first two weeks of their unit of solving linear equations. That is because I think students get all bogged down in the notation, and lose their problem solving intuition. Instead, I play around with a key metaphor for solving linear equations–the balance scale. I’ve used the metaphor before, but only verbally alongside an algebraic representation. I would say things like, “What you do to one side, you must do to the other”, or “What would we have to do to keep the scales balanced?” The whole time, I only referenced the metaphor; …

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Conceptualizing Drills

I have students in an enriched class that demand for me to give them more practice. I tell them that we practice mathematics with daily class activities. They don’t want practice, they want repeated practice. They are accustomed to receiving repeatable drills to cement understandings.  I have learned to compromise with this demand. I do believe there is a place for basic skills training in mathematics, and would raise an eyebrow at anyone who claims these unnecessary. I do, however, also believe that the heart of mathematics is problem posing, problem framing, and problem solving.  Here is how I’ve infused …

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