As a group, we were to form as many different structures as possible with 5 cubes. For our group we realized that when all of us formed structures together, we ended up with a few repeated structures that were the same hence not fully utilizing the cubes to the maximum. Therefore we ended up having someone being the "eye" to check for repeats while the other two of us continued to form structures. In the end as a class of different groups we had many structures that were the same but we also had structures that were different from the other groups. This shows that creativity never runs dry and that there are more than one ways in solving a problem, even approaching it.
What stayed with me from this lecture is the idea of differentiation. Differentiation is the concept of carrying out the same lesson but catering to the different levels/ needs for each child in the class. I think that differentiation in a math lesson is a must, lest children get discouraged and find math too difficult a task/ subject.
Mathematical Investigation is an excellent tool where differentiation can be carried out. Mathematical Investigation is:
- An activity that is divergent in nature
- Allows pupils to explore and experiment mathematical ideas and situations in many directions
- Allows pupils to demonstrate problem solving, thinking and communication skills
In Mathematical Investigation, students are assessed on their ability to:
- Describe
- Justify solutions
- Document steps they have taken to arrive at solutions
As teachers, our roles in Mathematical Investigation are to:
- Facilitate
- Observe
- Listen for children's reasoning
- Ask questions at the right moment to help further thinking
- Provide waiting time for children to think and discuss ideas
