Starting Small, Thinking Big: Re-Imagining the Mathematics Curriculum
One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution. – George Polya
Starting Small, Thinking Big
Date: June 22–23
Location: St. Andrew’s Episcopal School
School mathematics does not exist in a vacuum. Rather school mathematics is a part of a larger connected mathematics story. We believe that the aim of instruction is to tell a mathematics story that embraces the natural connections across mathematical topics while simultaneously emphasizing the wonder of the mathematics in engaging ways. Much of the current research in mathematics education is centered about the notion of mathematics storytelling. This coupled with researchers’ interests in bridging research from brain science and mathematical instruction, will influence how practitioners go about telling these mathematical stories in their classrooms. Though the task of telling a simultaneously wonderful, engaging, and connected mathematics story is a difficult one, practitioners committed to re-imagining their pedagogical craft are persistent in their search of ways to make mathematical connections that empower their instruction and empower learners of mathematics.
Purpose of the Workshop
Our primary purpose in this workshop is to use seminal and current research findings from education and brain science to identify and tell a wonderful, engaging, and connected mathematics story.
We will embark on the following activities throughout the workshop:
1. Define what we mean by “wonderful, engaging, and connected mathematics story”.
2. Explore the advantages and challenges of telling a connected mathematics story.
3. Apply a working framework to identify “mathematical connections” in mathematics instruction.
4. Analyze case studies and videos of mathematics instruction with the goal of identifying “mathematical connections”.
5. Develop a series of 4-5 lessons from one unit that is wonderful, engaging, and connected.
6. Share our constructed mathematical stories.
Preparing for the Workshop
1. Bring a sample video of your teaching.
2. Think about and come prepared to discuss the following question:
What would a wonderful, engaging, and connected mathematics story look like in your classroom?
3. Read Mathematical Mindset by Jo Boaler. (To be provided)
4. Read a collection of 4-5 research articles and book chapters in education.