Last year we set up a branch of the Association of Teachers of Mathematics (ATM) in Singapore. The ATM is a UK professional organisation and I used to go to their meetings in the UK and in Hong Kong.
Last year, one of my colleagues in the Infant school decided to set up an ATM branch in Singapore. (Setting up a branch is free and astoundingly easy.) So far the ATM branch has met four times with about 50 teachers each time.
We had a meeting this week and it was brilliant to meet both primary and secondary colleagues from around Singapore to talk about maths teaching ideas. And eat cakes and fruit drink wine!
The theme for our meeting was shape and geometry teaching ideas. One good idea that was shared in the Secondary teachers chat was a gift-wrapped sphere with a note that said, “This Secret Santa present is yours if you can estimate its volume to within 50 cm2.” I made an estimate (without a calculator) but apparently I was 52 cm2 off the correct answer! Doh. I never did find out what was in that package.
I shared an idea for teaching about the surface area of a sphere using an orange that you unpeel. It’s described on this wonderful blog by William Emeny. (His blog’s name is eerily similar to my own!)
If you work in Singapore, please come along to our next meeting! We meet once a term (three times a year) and email invites are sent out.
If you don’t live in Singapore, consider joining a professional group near you. I highly recommend it for meeting new friends, hearing about other schools, and sharing ideas.
I like this for a maths department motto: “Spotting Pattern Everywhere”. (Thanks to a former workplace for that one. I still love it.) Something I was reading today mentions that a lot of learning, not just in maths, is about spotting patterns. People love making meaning out of the things they see around them. The consciousness researcher Daniel Bor was interviewed in Time magazine talking about this. He calls the human brain “ravenous” for solving problems and making patterns. He says, “We get streams of pleasure when we find something that can really help us understand some deep pattern.”
Bor mentioned people who want answers to the question, “Why?” “The way I approach my job, it’s like trying to solve a really big fuzzy crossword puzzle and when you do put in that new clue and see the deeper pattern, that’s incredibly pleasurable.” I took this as encouragement to help students approach learning maths like a puzzle to be fit together. This could make learning more pleasurable for my students’ brains.
Bor was asked, “If our brains are hungry for information, then why do we tend to see learning as a chore and fail to recognize it as a huge source of pleasure?” He replied, “I don’t know. Obviously, more intelligent people get more pleasure from spotting these patterns, but I think almost every normal person does this. I think it’s a pretty pervasive thing but it’s almost as if we can’t notice it because it’s so pervasive.”
Ways to Make Maths Learning Like a Puzzle
1. Show a diagram and ask, What does this tell you?
I was about to teach about area and volume scale factors of similar shapes. I put this on the board and asked students to discuss what it might mean.
2. Ask students to watch you do a maths procedure in silence, then explain to their partner what it was.
Here’s a great example from the nrich website where you watch a very short video of someone summing a sequence, then students are asked to explain what just happened.
Thanks to Larry Ferlazzo for tweeting about this today and making me think more about it.
How do you make learning into a puzzle?