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# TownsendCAMT2016.weebly.

com

AUTHENTIC INQUIRY :
MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS

CAMT 2016
Mark Townsend

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

Direct

## What does the teacher do?

Provide Questions,
Scaffolding

Connection

## What does the student do?

Connection
Connection

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## HOPES FOR THIS SESSION

I hope you receive a perspective on professional mathematics that is

I hope to give you a few practical strategies and resources for adding

I hope to receive your insights on how we can treat our students like
professional mathematicians.

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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?

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## WHERE CAN THIS TAKE US?

Density
Infinity

Boundedness
Cardinality
Group Theory

Euclidean Construction

## If time permits, well come back to these questions.

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

CURIOSITY
Children ask questions. A lot of questions.

So many questions
Why?"
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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.

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

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

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

Creating

INQUIRY AS A FRAMEWORK
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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
Utilize the context surrounding a problem
Collaborate effectively
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## CONDUCTING PROFESSIONAL MATH IN

THE CLASSROOM
Authentic Inquiry Isnt Always Possible

## Contrived Inquiry > No Inquiry

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

Build Vocabulary.
Expect good writing.
Facilitate Peer-Review.

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

BUILD VOCABULARY
[VOCABULARY WORD]
DEFINITION:

## [TEACHER PROVIDES MEANINGFUL

NONEXAMPLES HERE]

## YOUR NONEXAMPLE OF [VOCAB WORD]

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## EXPECT GOOD WRITING

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

FACILITATE PEER-REVIEW
http://tinyurl.com/tdelia

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## Collect and Use Data

Design and Execute Experiments
Create and Test Models

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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.

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## DESIGN AND EXECUTE EXPERIMENTS

This is a great way to get kids ready for
research statistics!

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## CREATE AND TEST MODELS

Use Function Patterns
Use Messy Data
Allow For Multiple Successful Models

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

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?

Im depressingly bad at valuing questions, and Im not alone!

## Encourage Conjecture Building

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## THIS CAN BE DONE AS HOMEWORK, TOO!

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## What attempts have been made at

Why does answering the question matter?
What new information is this question

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

POSITIVE INTERDEPENDENCE

Goals
Resources

Rewards
Roles
(Productive Group Work (2009); Frey, Fisher, & Everlove)
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

## 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?

MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016

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
MARK TOWNSEND | MAKE YOUR STUDENTS ACT LIKE PROFESSIONALS | CAMT 2016