Camt2016 Presentation Slides Final

TownsendCAMT2016.weebly.
com
AUTHENTIC INQUIRY :
MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS
CAMT 2016
Mark Townsend
ABOUT ME
Name: Mark Townsend
Years Taught: Four
Classes Taught: Algebra 1, Geometry, Pre
Calculus, AP Calculus
Educational Heritage: UTeach Austin, The

University of Texas At Austin
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016
INQUIRY BASED VS DIRECT TEACHING

Inquiry Based
Direct
What does the teacher do?

Provide Questions,
Scaffolding
Provide Questions, Answers,

Connection
What does the student do?

Provide Answers, Questions, Repeat Questions, Answers,
Connection
Connection
HOPES FOR THIS SESSION

I hope you receive a perspective on professional mathematics that is
useful in your classroom.
I hope to give you a few practical strategies and resources for adding
inquiry into your classroom.
I hope to receive your insights on how we can treat our students like
professional mathematicians.
LETS JUMP IN.

Which is bigger, the set of natural numbers or the set of integers?
Which is bigger, the set of integers or the set of rational numbers

between 0 and 1?
If you had infinitely many 1-meter sticks, could you cut a stick to
represent each number from 0 to 1 meters?
What does A*B represent geometrically? A/B?
WHERE CAN THIS TAKE US?

Density
Infinity
Boundedness
Cardinality
Group Theory
Euclidean Construction
If time permits, well come back to these questions.

CURIOSITY
Children ask questions. A lot of questions.
So many questions
Why?"
MUSINGS ON INQUIRY IN MY CLASSROOM

If I am bored, then my students are probably bored.
I think directly delivering content to students is boring for everyone.
If inquiry feels cheap or contrived to students, then

they wont engage in it.
I need to come up with authentic inquiry and/or discovery in my
classroom.
It makes a lot of sense to model mathematics

education after mathematics professions.
I need to try to establish professional mathematician norms.
INQUIRY
How People Learn: Brain, Mind, Experience, and School
(Bransford JD, Brown AL, Cocking RR, 2000)
To develop competence in an area of inquiry, students must:
(a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the
context of a conceptual framework, and (c) organize knowledge in ways that facilitate
retrieval and application.
Blooms Revised Taxonomy
Remembering
Understanding
Applying
Evaluating
Creating
INQUIRY AS A FRAMEWORK
HOW DOES MATH WORK PROFESSIONALLY?

Professional mathematicians have certain
proficiencies.
They are able to:
Express themselves clearly, concisely, and technically
Use technology responsibly and strategically
Ask and answer questions purposefully
Utilize the context surrounding a problem
Collaborate effectively
CONDUCTING PROFESSIONAL MATH IN

THE CLASSROOM
Authentic Inquiry Isnt Always Possible
Honesty About Contrived Inquiry
Contrived Inquiry > No Inquiry
Build Vocabulary.
Expect good writing.
Facilitate Peer-Review.
BUILD VOCABULARY
[VOCABULARY WORD]
DEFINITION:
EXAMPLES OF [VOCAB WORD]
[TEACHER PROVIDES EXAMPLES HERE]
YOUR EXAMPLE OF [VOCAB WORD]
NONEXAMPLES OF [VOCAB WORD]
[TEACHER PROVIDES MEANINGFUL

NONEXAMPLES HERE]
YOUR NONEXAMPLE OF [VOCAB WORD]
EXPECT GOOD WRITING
FACILITATE PEER-REVIEW
http://tinyurl.com/tdelia
Collect and Use Data

Design and Execute Experiments
Create and Test Models
EXAMPLE: SLOPE AT A POINT

(NOT JUST FOR CALCULUS STUDENTS)
x
-2 0 1
f(x) -4 4 5
4 5.2
8
14
17
22.67
67 144.6 520 2748 4917 11600
f(x) is continuous and always gets bigger. Estimate

the slope of f(x) when x=6.5.
DESIGN AND EXECUTE EXPERIMENTS

This is a great way to get kids ready for
research statistics!
This supports your science teachers.
CREATE AND TEST MODELS

Use Function Patterns
Use Messy Data
Allow For Multiple Successful Models
In school, were rewarded for having the right answer, not for asking a
good question. -Richard Saul Wurman, Co-Founder of TED Conference
Have a Method For Approaching a Problem

Polyas Problem Solving Process?
Celebrate Questions and Answers

Im depressingly bad at valuing questions, and Im not alone!
Encourage Conjecture Building

Dont forget about conjecture testing!
THIS CAN BE DONE AS HOMEWORK, TOO!
Why was the question asked?
What attempts have been made at

answering the question?
Why does answering the question matter?
What new information is this question
leading me to?
THE IMPORTANCE OF AMBIGUITY

Students should frequently interact with
ambiguous questions. These questions:
Have multiple correct interpretations
Have different answers when different parameters are
considered
Cannot be solved with Wolfram Alpha alone
Assign meaningful roles to each group member that dont

just pertain to materials, scribing, etc.
Structure group work that necessitates content

collaboration.
Model and encourage discourse!
Collaboration || Process Standards

Meaningful Task
POSITIVE INTERDEPENDENCE
Goals
Resources
Rewards
Roles
(Productive Group Work (2009); Frey, Fisher, & Everlove)
LETS REVISIT THOSE INITIAL QUESTIONS.

Which is bigger, the set of natural numbers or the set of integers?
Which is bigger, the set of integers or the set of rational numbers

between 0 and 1?
If you had infinitely many 1-meter sticks, could you cut a stick to
represent each number from 0 to 1 meters?
What does A*B represent geometrically? A/B?
CONCLUDING THOUGHTS
My Experience with
the Five Proficiencies
of Professional
Mathematicians
A Note On Assessment
What is assessed should
reflect what is valued!
TownsendCAMT2016.weebly.com

Camt2016 Presentation Slides Final

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TownsendCAMT2016.weebly.

Educational Heritage: UTeach Austin, The

INQUIRY BASED VS DIRECT TEACHING

What does the teacher do?

Provide Questions, Answers,

What does the student do?

HOPES FOR THIS SESSION

LETS JUMP IN.

Which is bigger, the set of integers or the set of rational numbers

What does A*B represent geometrically? A/B?

WHERE CAN THIS TAKE US?

If time permits, well come back to these questions.

MUSINGS ON INQUIRY IN MY CLASSROOM

If inquiry feels cheap or contrived to students, then

It makes a lot of sense to model mathematics

Blooms Revised Taxonomy

HOW DOES MATH WORK PROFESSIONALLY?

CONDUCTING PROFESSIONAL MATH IN

Contrived Inquiry > No Inquiry

EXAMPLES OF [VOCAB WORD]

[TEACHER PROVIDES EXAMPLES HERE]

YOUR EXAMPLE OF [VOCAB WORD]

NONEXAMPLES OF [VOCAB WORD]

[TEACHER PROVIDES MEANINGFUL

YOUR NONEXAMPLE OF [VOCAB WORD]

EXPECT GOOD WRITING

Collect and Use Data

EXAMPLE: SLOPE AT A POINT

f(x) is continuous and always gets bigger. Estimate

DESIGN AND EXECUTE EXPERIMENTS

CREATE AND TEST MODELS

Have a Method For Approaching a Problem

Celebrate Questions and Answers

Encourage Conjecture Building

THIS CAN BE DONE AS HOMEWORK, TOO!

Why was the question asked?

What attempts have been made at

THE IMPORTANCE OF AMBIGUITY

Assign meaningful roles to each group member that dont

Structure group work that necessitates content

Collaboration || Process Standards

LETS REVISIT THOSE INITIAL QUESTIONS.

Which is bigger, the set of integers or the set of rational numbers

What does A*B represent geometrically? A/B?

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