Give feedback that attaches meaning to student thinking. What are different ways that people come to understand a particular mathematical idea?.How do we create space for answers that are wrong and brilliant?.How can we provide opportunities for students to be creative?.When we anticipate and design for mathematical creativity, we make room for more kinds of mathematical brilliance and, by extension, more kinds of mathematical people. In our curriculum, students create and share mosaics, turtles, robots, polygons, kaleidoscopes, transformations, water slides, card sorts, stories, problems for their classmates, and many other mathematical creations that point toward their brilliance. In many of our activities, students create representations of their thinking that are so creative and interesting that labels like “right” and “wrong” feel inadequate. More emblematic of our work are questions that lead to many interesting ways to be correct, and where even wrong answers offer a class something interesting to think about. We often ask students questions that have a single, correct answer. We share these principles publicly in case they’re of use to you and, especially, so you’ll hold us accountable if we fail to meet them.Ĭreate opportunities for students to be right and wrong in different, interesting ways. When we have doubts about our design decisions, we use this document to settle them. We intend this document to be descriptive of choices we have already made and prescriptive for choices we will make in the future. Together, these ideas can increase the likelihood that a student will come to identify themselves as a “math person.” 1 Our design code folds in our collective understanding of mathematics, identity, culture, curriculum, cognition, and pedagogy. To accomplish that goal, we build math activities for students, and we build them to the specifications in this document. Desmos wants to help every student learn math and love learning math.
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