We reported on our discussions from Day 10.
What might be the benefit of type 3 open ended problems for your students? Here are some of our responses: - They begin to see connections between ideas - between algebra and geometry.
- Students become empowered when the problems become their own.
- It is much more likely that students will make problems which are appropriate for their classmates.
- Students will be able to generalize ideas - and add structure to the set of problems.
- This can create equity between student and teacher. They can have more control over their own learning.
- It may be that the teacher could become a learner - Maybe students will design a problem that the teacher can't do.
- Students can assess themselves via this process.
Our assignment for Thursday: Answer all four categories: Developing an open-ended problem for your students (end of Thursday) - Determine if the problem is appropriate
- is the problem rich in mathematical content and valuable mathematically?
- Is the mathematical level of the problem appropriate for the students?
- Does the problem in clued some mathematical features that lead to further mathematical development?
- Anticipating students' responses to design a lesson
- Making the purpose of using the problem clear
- Make the problem as attractive as possible
We spent the rest of the hour working in groups on creating our problems.
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With program support provided by Math for America This material is based upon work supported by the National Science Foundation under DMS-0940733 and DMS-1441467. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. |