Let's Talk Math!

Hello friends and future educators!

So, it is no surprise I have put my Math blogging on the back burner. Turns out I haven't completely stopped that bullying behaviour toward the subject, have I? Haha. But I promise to be more consistent with it, especially with all of the fascinating learning techniques we are introduced to with each passing week!

Two weeks ago, our class was challenged with a very interesting math problem called a tarsia puzzle. It is a type of jigsaw puzzle that requires you to solve various problems on triangle pieces in order to create a hexagon as a final product. Working in pairs, we arranged the triangle expressions so that the equivalent expressions were matched. It is a great puzzle for practicing algebra questions, however I feel that this activity can be used with almost any topic or subject! It makes for a great "setting the stage" activity, just how Rebecca introduced the task to us. Although, it did catch us all off guard and took longer to complete than expected, so perhaps this may be an excellent core learning activity instead. The students will definitely become immersed in trying to form the hexagon itself, therefore the timing of this activity is a factor that must be considered. Regardless of how you may choose to implement it, the tarsia puzzle is beneficial for visual learners while also encouraging cooperation and teamwork for learners all across the board. There are various free downloadable tarsia puzzles found online which is incredibly convenient for us educators!

Tyler, Paul. "Tarsia Floor Puzzle". (23, Jan, 2007) Retrieved from: https://www.flickr.com/photos/glazgow/1535224849

As a class, we also discussed the differences between conceptual knowledge and procedural knowledge and their importance in relation to mathematics. Procedural knowledge is the "toolbox" of problem solving: the equations, formulas and algorithms that assist students in reaching solutions. But do the students truly understand their use of these tools? This is what conceptual knowledge touches upon. Most of us agreed that a balance of both procedural and conceptual knowledge is required in order for students to fully grasp concepts. Procedural knowledge is easily attainable by strict memorization, but conceptual knowledge is what takes learning a step further in understanding the why or how of the procedural steps. Students may then carry that conceptualization into future learning situations; not heavily dependent on memorized facts but rather on connections they have made with the content. As a future teacher of J/I mathematics, I will be mindful in creating meaningful, relevant questions pertaining to the subject. This way, students may formulate a deeper relationship with math and better communicate their understanding of subject matter in assessments, as well as in real life situations.

"..if the curriculum we use to teach our children does not connect in positive ways to the culture that young people bring to school or prepare them for the future they are building towards, it is doomed for failure." (Delpit, L. D.)

Until next time,

Have a beau-tea-ful day!

Miss Capano  

References:

Delpit, L. D. (2012). "Multiplication is for white people." Raising expectations for other people's children. New York: NEW Press.