DMIC is based on:
Thinking like a mathematician, which involves making connections between ideas, approaching
problems creatively, adapting known methods in new ways, and transferring learning to new
contexts
Working like a mathematician, which involves persistence, willingness to take risks, and the
capacity to explain solutions.
...which is why it requires an inquiry based approach
The Key Features of DMIC
Reflecting on the quality & appropriateness of problems...
* Were they open ended and required complex solving (persistence is a key skill we need to grow in our mathematicians!)
*Group worthy tasks allow for multiple ways of solving the problem (not just the teachers' way)
* Mix up the groups so status roles don't become locked
* To learn concepts, children need to interact, discuss, clarify, justify big ideas....do the problems set require this?
* Are problems culturally relevant? Students need situations that connect to them...perhaps survey children or parents about their culture, what they do on weekend, what
Big Ideas Document and here
Full Workshop By DMIC Educator
OBSERVATION TERM 1 WEEK 8
My Goals:
1. Have a clear idea of the big ideas that I might help students connect to during the sharing back
2. Use the timing suggested in my last observation:
- 2 min warm up: use this to teach/practise talk moves e.g. turn and talk
- 10min intro and group unpacking Focus on listening, waiting and turn & talk
- 10min paired inquiry time
- 10min sharing back and connecting to big ideas
The Problem : Amber is making hats for her three cold children. It takes two balls of wool to make one hat. How many balls of wool will Amber need to make mittens for three children? If one ball of wool costs $2, how much money will the three hats cost to make? Extend by changing the context of the numbers e.g. what if there were 6 children?
How the session went: Students worked in pairs. Students could choose from using counters, whiteboards/pens and hundreds charts. All pairs attempted the problem. Some choose two materials and grew confused/distracted. Some pairs worked well together and both students had an equal understanding of the problem/solution and could explain it; in other pairs one student could explain but not the other. I modelled and encouraged sharing of the pen/materials and asked buddies to repeat/revoice what their buddy had explained. Three pairs solved the problem quickly or found it too challenging and grew disengaged after 5 minutes (e.g. BC & KC). Two pairs had disagreements that they needed teacher support to resolve.
Sharing back: 3 pairs shared, and we connected to the ideas of patterns based on multiples of 3 & doubles.
Feedback from Observer
* Dealing with disengagement: try providing 1 problem and having pairs stay seated in the circle. Share back after 5 mins. Offer a second problem based on the same big ideas. Fast finishers: ask, can you solve it another way?
* Set up a modelling book of problems: also, talk with the team and start to retain students' problem recording sheets. Glue in students' books so they can revisit strategies.
* Its ok to limit materials: insist on pairs agreeing on and choosing just one material e.g. counters or whiteboard.
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