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Making Sense of Mathematics

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Manage episode 418190605 series 2913493
内容由Room to Grow Math提供。所有播客内容(包括剧集、图形和播客描述)均由 Room to Grow Math 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

In this episode of Room to Grow, our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow, Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.”
They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making.
They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding.
As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.”

We encourage you to explore the resources below, referenced in this episode:

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

  continue reading

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Manage episode 418190605 series 2913493
内容由Room to Grow Math提供。所有播客内容(包括剧集、图形和播客描述)均由 Room to Grow Math 或其播客平台合作伙伴直接上传和提供。如果您认为有人在未经您许可的情况下使用您的受版权保护的作品,您可以按照此处概述的流程进行操作https://zh.player.fm/legal

In this episode of Room to Grow, our hosts discuss ways to support student sense-making in teaching and learning mathematics. Building out on the ideas shared in Episode 3 of Room to Grow, Curtis and Joanie dive more deeply into what it means for students to “make sense of mathematics.”
They discuss what it looks and sounds like when students are making sense, as opposed to just repeating back learned ideas, and consider which classroom structures and teacher moves might best support students’ sense-making.
They acknowledge that sense-making is not more or less important than learning mathematical skills and fluency, but that it is a part of deep learning and of a student’s ability to generalize their understanding.
As Peter Liljedahl says in Building Thinking Classrooms, “The goal of building thinking classrooms is not to find engaging tasks for students to think about. The goal of thinking classrooms is to build engaged students that are willing to think about any task.”

We encourage you to explore the resources below, referenced in this episode:

Did you enjoy this episode of Room to Grow? Please leave a review and share the episode with others. Share your feedback, comments, and suggestions for future episode topics by emailing roomtogrowmath@gmail.com. Be sure to connect with your hosts on Twitter and Instagram: @JoanieFun and @cbmathguy.

  continue reading

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