Reading Response #2 by Anna Sanders

"Disciplinary work includes the consumption of texts and also using disciplinary representations to construct new meanings. This active process of meaning making expands the role of texts from entities to be comprehended to malleable representations of knowledge to be represented to create new explanations or arguments or critique existing ones."

amskkf — 2024-04-03 17:05:30 UTC

There are many ways to go about solving problems in math. By seeing new and different mathematical texts and representations, from other students or online resources, students can break these methods down so they understand it. They use their previous knowledge to do so and from there expand their repertoire and skill set.

Example: students get in groups to solve a problem that has to do with linear data. Some solve using visuals- graphs and tables- and others find an equation in the form of y=mx+b. They all share and explain their thought processes, and are able to see how they connect to one another. The y=mx+b form is the most complex of methods, and since they all have been exposed to this equation in other contexts, those who did not find an equation can connect the linear equation to their own process and see how their solutions compare.

3 Part Planning Framework

amskkf — 2024-04-03 17:07:17 UTC

-Accessing and evaluating information

-Using and representing information

-Producing and exchanging information

-The framework should help students express their interpretation of what they are learning.

-To what degree should teachers scaffold this?

-How much of this should be individually done or done with partners/groups/whole class?

In the field

amskkf — 2024-04-03 17:32:03 UTC

Students interpreted the normal distribution graph in groups and discussed as a class the use of it. They then were able to apply the concept to real problems so they could make meaning for themselves. They were able to research and find real world examples that standard deviation should apply to such as the weights of newborn babies and average heights. Using the real data they could conclude what the standard deviations were and how that may relate to averages and outliers.

Using and representing information

amskkf — 2024-04-03 17:57:47 UTC

How should data and solutions be shown...

-What visuals make sense in the context to be created? (equations, tables, graphs)

-What do these representations prove and why would a different representation not be as effective?

- How does this information and how it is represented contribute to making meaning?

- Does the representation elicit new arguments or ideas?

Accessing and evaluating information

amskkf — 2024-04-03 17:57:52 UTC

Used for data, theories, concepts

Students should be critical

The more questioning -> the deeper understanding

In math students can ask themselves:

When do these things work? When do they not work? How do they work? Why is this true? Is this logical?

Producing and exchanging information

amskkf — 2024-04-03 17:58:11 UTC

Using online resources to create new texts

create opportunities to share findings with the class and online to people outside the classroom (other people should care about this too)
online tools to create graphs/charts, and prove/critique ideas
Students exposed to their peers methods and ways of thinking