Edutopia - Comments for "Engaging Students in Math"
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson
Comments for "Engaging Students in Math"enI enjoyed reading your
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-147216
<p>I enjoyed reading your article. I thoroughly agree with your statement, â€œHaving a positive environment for kids where they feel like they can actually do math without feeling like they're complete failures matters a lot, (Vilson, 2012).<br />
You list five very good reasons that allow your students to enter into a safe math classroom. Allowing students to make more mistakes in the classroom was my favorite. I thoroughly agree that we should allow our student to make more mistakes in the classroom. It is the math teacher that needs to instill in their student a different type of critical thinking when solving problems that allows for mistakes and creativity. The students need to feel that if they make a mistake that it is ok for them to correct their mistake and maybe come up with a new method for solving a math problem. As math teachers we know that there is more than one way to solve a problem. I am going to try this method out in my math classes.</p>
Wed, 09 Oct 2013 21:14:31 +0000Mark Moody - 551011comment 147216 at http://www.edutopia.orgYour reference to Stephen
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-113686
<p>Your reference to Stephen Krashen is what first caught my attention. Yes! Lowering the affective filter is not an idea that I limit to my instruction of English Language Learners. Math is, in fact, a language all its own and it makes sense that we treat it as such. Your five principles were extremely helpful. All principles really resonated with me but the one that I will definitely take into my classroom starting tomorrow is to "Let Kids Teach, Too." Our students have the capability to offer so much to their peers if we only give them a chance. I have found that once a lesson is done and the independent practice has started, the early finishers, once I have checked their work, could be the ones I call upon to peer tutor their classmates. This not only gives them a chance to deepen their own learning by having to help/explain/tutor a peer but it also gives struggling students the opportunity to work in a situation where that affective filter is lowered by dint of working with someone their own age, who has the same or almost the same experience with the subject matter that they do. It's like they're getting a second chance at the assignment...and I am always there to help as well. It seems they find it easier to go to a peer and ask for help than to ask the teacher. I am okay with that, as long as I can monitor what is happening and intervene when I need to. Thanks so much for your ideas!</p>
Wed, 05 Dec 2012 05:29:32 +0000D AlfaroVasquez - 230111comment 113686 at http://www.edutopia.orgConditions for success
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-113431
<p>Thank you for your great ideas, I plan on incorporating them in my teaching practices. I agree with you about creating conditions for success to promote student engagement. I find that when students feel confident about a given task they remain engage. One way that I try to build confidence is by providing tasks that allow students to have access from multiple entry points. Creating tasks that builds from prior knowledge also help students feel confident about what they are learning.</p>
Tue, 04 Dec 2012 04:10:23 +0000Maria Duque - 228241comment 113431 at http://www.edutopia.orgGreat points!
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111701
<p>Your five principles for your classroom are great reminders for math teachers! It is amazing to me how many of my students say things like, "I hate math," and "I'm just not good at math, but neither is my mother." I, too, try to create a positive environment where mistakes are just the fact of life when working math problems. I am going to take your advice and try to use the word "wrong" less. I also especially liked your idea to answer the students' questions with another question. This sounds like a good way to continue their own thinking processes.</p>
Sat, 10 Nov 2012 15:55:06 +0000K Moon - 203936comment 111701 at http://www.edutopia.orgI liked this article a lot!
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111579
<p>I liked this article a lot! Children tend to be scared of learning math because it seems very difficult for them. Thanks for the tips! I will surely incorporate these tips in my classroom!</p>
Wed, 07 Nov 2012 01:19:35 +0000Debby O - 202578comment 111579 at http://www.edutopia.orgI liked this article a lot!
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111578
<p>I liked this article a lot! Children tend to be scared of learning math because it seems very difficult for them. Thanks for the tips! I will surely incorporate these tips in my classroom!</p>
Wed, 07 Nov 2012 01:19:18 +0000Debby O - 202578comment 111578 at http://www.edutopia.orgI love your point "Let the
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111486
<p>I love your point "Let the Kids Teach, Too" in math this can be so important! I love using the iPad app ScreenChomp to help students feel like math masters: <a href="http://wp.me/p2qsME-6Q" title="http://wp.me/p2qsME-6Q" rel="nofollow">http://wp.me/p2qsME-6Q</a></p>
Thu, 01 Nov 2012 17:22:07 +0000Monica Burns - 195582comment 111486 at http://www.edutopia.orgRhonda I like your
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111316
<p>Rhonda I like your perspective, that should be that way educators must think. You know what I hate most: those educators like my colleagues here, when I try to collaborate with them, they would say, "Oh I cannot do it because I am a math specialist" I'm just wondering, I just thinking of the two things here; 1 is he might just lazy to do integration or interdisciplinary or he doesn't know anything about interdisciplinary. But this kind of people should not be in the education sector if I can say it that way.</p>
Thu, 25 Oct 2012 03:29:31 +0000JULITO C ALIGAEN - 197615comment 111316 at http://www.edutopia.orgJob Dependent is unsustainable
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111315
<p>Rob you have a very good perspective but it seems like unidirectional; what am I looking now is how education encourage to be self sufficient not to be dependent, because the way I look at the world scenario now is like this; everytime they lose their job, they complain and rally, protest and do unnecessary things it seems to them that's already the end of the world. Can we try to calibrate (since we are talking about math) degrees of inclination so that we can have a good hit with our bullet (education). That instead dependent to what the economy can offer for job, what they can do to generate alternatives to survive. I think that's very critical now a days since world economy seems cannot recover anymore to the 2000 level.</p>
Thu, 25 Oct 2012 03:22:04 +0000JULITO C ALIGAEN - 197615comment 111315 at http://www.edutopia.orgThose points work!
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111263
<p>Jose, those 5 points work! Not just for math, mind you - but for subjects such as STEM as well. Allowing students to make mistakes - and pointing out that we learn more from what we do wrong than from what we do right - is a real catalyst for learning. I'm going to reference your post in an upcoming STEM blog, and hope teachers take note!</p>
Mon, 22 Oct 2012 23:18:50 +0000Anne Jolly - 6151comment 111263 at http://www.edutopia.orgFree Book to Help with Math
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111253
<p>Rhonda, great post. I wrote a book for teens and devoted an entire chapter on Math that talks about developing habits, the better jobs that a student can get, and how math comprehension can lead to much higher paychecks. I am GIVING this E-book away to all Edutopia readers that ask for it by emailing me at <a href="mailto:robleegarcia@yahoo.com" rel="nofollow">robleegarcia@yahoo.com</a>, I have already gotten requests from around the world and the reviews have been good. The preview can be found by typing in Teen Juggernaut at lulu.com. Thanks. Great analogy with learning a language being similar to math.</p>
Mon, 22 Oct 2012 20:55:47 +0000rob garcia - 198263comment 111253 at http://www.edutopia.orgThe language of math = relevance
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111251
<p>As a college math teacher I find most students that get to me are already so afraid of math that they won't and can't focus on it. In my opinion, children need to understand two things:<br />
1. Math is another language. As with learning English or French, the same effort must be made to understand the "language of math". In the long run children need to be able to think mathematically as they would think in French.<br />
2. Math only makes sense if it is relevant. I work with students all the time who ask the age old question "why do I need to learn this"?. I think, with anything, math must be relevant. Sure we can all say that people will need to paint a wall, so therefore they need to know area. But how often do they actually use this information. Instead, I tell students math is relevant because of the thinking that occurs in math. They will likely never have to solve a system of equations, but they will often have to use logic to solve daily problems. It is this logic that is learned and that is then the language of math. Demonstrating situations where logic is used to make decisions teaches the students that math can be relevant to every decision they make.</p>
<p>Thoughts?</p>
Mon, 22 Oct 2012 20:35:49 +0000Rhonda Lowderback - 199122comment 111251 at http://www.edutopia.orgVisualizing
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111224
<p>I might be able to help you out a little, here, Mary Ann. In my English classes, allowing more mistakes meant that I explicitly told students that I wanted to hear all ideas in response to a question. That is, I didn't say or signal that an answer was "right" or "wrong". </p>
<p> It's a game we play as teachers, that "Teacher Answer" game. The possibilities stop after the teacher gets the answer he/she wants. Allowing more mistakes means we let the conversation go on a little bit longer and let students determine whether they want to "change" their thinking or not. </p>
<p>A lot of it has to do with how we establish the environment. Is it an environment where there are clearly "right" and clearly "wrong" answers when students are working through something new? The discovery process hinges on mistakes!</p>
<p>Another way I got students to take more risks and to make mistakes was to say, "Tell me what it is not, or tell me something that you know is invalid." (For example, Hamlet was a happy go-lucky kind of guy.) Thus, helping them understand that mistakes are desirable also changes the way they approach their learning.</p>
<p>Hope this helps you visualize a little!<br />
Best,<br />
Mindy</p>
Sun, 21 Oct 2012 16:24:09 +0000Mindy Kyriakides - 100370comment 111224 at http://www.edutopia.orgGreat advice. As a first
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111213
<p>Great advice. As a first grade teacher I know the importance of children experimenting with numbers and making tons of mistakes in the process. I don't believe in children just parroting the steps in a problem without a true understanding of what that means. To get there involves all the points you made above and a few more such as allowing children to choose concrete manipulatives to illustrate their problems.<br />
My fear is that we, as early childhood teachers, are being stripped of our ability to offer such expereinces to children. As class sizes increase and districts' demands for more testing in the lower grades increase, the pressure to have children be able to just bubble in an answer without exploration threatens a true understanding of mathematical relationships. I currently have 40 (yes, FORTY) first graders in my class. What this means for math instruction is less time to use concrete materials, both due to supply and classroom management. It also means less time for me to sit with students who aren't getting it and help them experiment with different solutions to a problem. I am becoming increasingly frustrated and I'm afraid that my own demeanor will adversely impact their experience with the subject.<br />
The impact of over sized classes in early grades will be felt across this nation in a few years when even MORE students are not performing at grade level on standardized tests. Will that lead to a reversal in policies. Maybe. But by then it may be too late for today's students.</p>
Sat, 20 Oct 2012 18:11:36 +0000Cathy Brackett - 98026comment 111213 at http://www.edutopia.orgWhat does it look like?
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111211
<p>This all sounds very exciting and promising to me. Now I want to know, what does "allowing more mistakes" look like? Can you describe a scenario or tell a story in which mistakes are allowed so that I can see myself doing it?</p>
Sat, 20 Oct 2012 14:53:55 +0000Mary Ann Stoll - 43581comment 111211 at http://www.edutopia.orgFree Anti Bullying book
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111204
<p>Jose, great article. For the month of October, I am giving my book Teen Juggernaut away FREE to anyone that emails me at <a href="mailto:robleegarcia@yahoo.com" rel="nofollow">robleegarcia@yahoo.com</a> and asks for it. Its in conjunction with Anti Bullying Month but the book has a significant math section as well that breaks down WHY students need to learn math, and how it can turn into a high paying career. I talked about the highest paying jobs right out of college and the relationship between math and getting into these fields. There is also a chapter on better studying habits and developing strategies for tackling math. If you or any Edutopia readers are interested in my book, email me and Ill send it out immediately. Thanks,<br />
Rob.</p>
Fri, 19 Oct 2012 21:35:08 +0000rob garcia - 198263comment 111204 at http://www.edutopia.orgReduce math anxiety by allowing learning
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111192
<p>Reading and English teachers have known for a long time that correcting every error while a child learns to read and write only causes frustration and anxiety. More math teachers need to recognize that the same principle applies in math. I agree with you comments regarding allowing errors as a part of the learning process. We need to focus on the important concepts of the lesson and not fret so much that there may be unrelated errors. Perfection comes with practice.</p>
Thu, 18 Oct 2012 21:02:55 +0000Denise - 58117comment 111192 at http://www.edutopia.orgCambourne's Conditions of Learning
http://www.edutopia.org/blog/engaging-students-in-math-jose-vilson#comment-111148
<p>This is a nice list and connects well with Cambourne's research on language acquisition and learning. I wrote about it here: <a href="http://deltascape.blogspot.com/2012/09/what-are-conditions-of-learning.html" title="http://deltascape.blogspot.com/2012/09/what-are-conditions-of-learning.html" rel="nofollow">http://deltascape.blogspot.com/2012/09/what-are-conditions-of-learning.html</a></p>
Mon, 15 Oct 2012 20:51:21 +0000David Coffey - 31357comment 111148 at http://www.edutopia.org