Mathematical Processes by https://padlet.com/rileyjk/5u220ixumpqt How do we incorporate them? en-us 2018-02-24 02:47:07 UTC 2025-11-19 12:17:02 UTC hello@padlet.com Problem Solving using other Subjects - Andrew Colgan https://padlet.com/rileyjk/5u220ixumpqt/wish/236094105 I don't have a Math class but recently supplying for a physics class got me thinking that grade 11 or 12 math could collaborate with the grade 11 or 12 science courses as often these same students are taking upper math and science courses and using problem solving in math with problems from science. I was teaching Projectile Motion, which is just parabola math in disguise. Not only would this help with math conceptual understanding by bringing in concrete examples, it also is cross-curricular (the "connecting" principle). The problem solving principle helps with confidence and enjoyment of math.]]> 2018-02-27 19:07:56 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/236094105 Large Whiteboards https://padlet.com/rileyjk/5u220ixumpqt/wish/236330703 A colleague introduced me to these large 4'x4' white boards (low cost investment) for use in the classroom that I think can work wonderfully in a math class. Providing open-ended problems (or even not open-ended) and having students work in small groups toward solutions promotes collaboration, allows for different solutions to be presented and provides the opportunity for students to select different computational strategies to address these problems. Plus they just enjoy using them! I'm at a different school now, so I kind of miss them. SD]]> 2018-02-28 11:32:06 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/236330703 Deep learning tasks to drive reasoning and communication https://padlet.com/rileyjk/5u220ixumpqt/wish/237720361 Problem solving drives all of the math processes.  When I think about senior math, I think about the importance of 1) reasoning and proving and 2) communicating.   I can intentionally build deep learning tasks into my class in order to build these skills concurrently.  Student are reflecting as they reason and prove.  

When we build deep learning tasks into our classroom practice, we are able to provide opportunities for students to reason inductively by considering specific cases and by identifying patterns.  S Agius

]]> 2018-03-03 18:50:21 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/237720361 Mathematical Processes - My Favourite No https://padlet.com/rileyjk/5u220ixumpqt/wish/237822078 The My Favourite No: Red, Yellow, Green strategy I found for the discussion post in Module 1 - Section 2 is a perfect example of a technique that can be used in the classroom to develop the mathematical processes. The strategy that I found encompasses a mixture of problem solving, reflecting and communicating to help students expand their knowledge of mathematics.
Summary:
Students work on problems, self-evaluate their understanding, the teacher collects and sorts answers into three piles (correct correct with small errors, and incorrect), the class looks at problems anonymously from different piles to correct mistakes and learn from them.]]> 2018-03-04 17:30:53 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/237822078 Essential Life Skills & Mathematical Processes cpreeti1611 https://padlet.com/rileyjk/5u220ixumpqt/wish/237829712 In my quest to incorporate the mathematical processes in my classroom; I would like to focus on essential life skills i.e. Focus and Self Control, through following line of action / an algorithm; critical thinking through brain storming; communication, through sharing different ideas/possible solutions; Making Connection, through giving & taking constructive feedbacks.

Preeti C.

]]> 2018-03-04 18:23:08 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/237829712 Speed Dating & Problem Solving https://padlet.com/rileyjk/5u220ixumpqt/wish/237855100 The biggest issue with most of my students is there ability and confidence to to solve word problems. Students see words problems that lack numbers and immediately shut down because they struggle to find a starting point. I have used the idea of “Speed Dating” as something that allows students to become confident experts and help other students with there misconceptions. I create two circles (one inside and one outside of the other) and give the students a cue card with a problem (all sorts of difficulty). Then after 3 minutes the inside circle moves left and the outer circle stays in there desk as the expert of the given problem. Then the inside circle student stays after 3 minutes of discussion and they are the expert while the outer circle moves right one space.  This strategy allows students to collaborate and become experts at certain problems. They also build confidence and work in many different pairs to share different strategies that could have been used successfully.

Dustin Belton

]]> 2018-03-04 21:25:45 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/237855100 Making Large Arches https://padlet.com/rileyjk/5u220ixumpqt/wish/240506500 For my math class, I am planning students do a performance task for the quadratics units.  As a problem solving activity with the use of manipulatives. I am going to have them create large arches with peices of paper. They will use their created arch to find the roots, vertex and create a formula. Then they will use the formula use different x values to see if it actually corresponds to real y value of their arch. It is all making these abstract information more concrete while giving kinestheics learners a chance to show their skills. 

Sharanjit Dhesi ]]> 2018-03-11 00:02:01 UTC https://padlet.com/rileyjk/5u220ixumpqt/wish/240506500