My question is how does this framework allow students to understand the need for the mathematics? I would argue for the framework to be explore, discuss, show, support, step back. This would give students an opportunity to engage in a small exploration of the mathematics before being ultimately given the clear modeling. This, of course, would happen cyclically so that students are gaining mastery with one concept before exploring the next. The short explore activity allows students to engage with problem-solving and see how and why a new concept connects to what they have learned before. They still receive the clarity in the “show” that comes after.
Hi Kristen, my 2c worth... we try to start units/lessons with a numeracy 'activate' requiring students to figure out for themselves how the maths they will be learning relates to the real world and why it's important eg. at the start of learning to read /convert time we have some cartoons about mixing up am and pm time and prompt students to consider what would happen in their day if there was no numerical way to record, measure and communicate time etc...... we continue with explicit teaching of knowledge and skills and depending on the topic, an investigation/problem-solving task......
My question is how does this framework allow students to understand the need for the mathematics? I would argue for the framework to be explore, discuss, show, support, step back. This would give students an opportunity to engage in a small exploration of the mathematics before being ultimately given the clear modeling. This, of course, would happen cyclically so that students are gaining mastery with one concept before exploring the next. The short explore activity allows students to engage with problem-solving and see how and why a new concept connects to what they have learned before. They still receive the clarity in the “show” that comes after.
Hi Kristen, my 2c worth... we try to start units/lessons with a numeracy 'activate' requiring students to figure out for themselves how the maths they will be learning relates to the real world and why it's important eg. at the start of learning to read /convert time we have some cartoons about mixing up am and pm time and prompt students to consider what would happen in their day if there was no numerical way to record, measure and communicate time etc...... we continue with explicit teaching of knowledge and skills and depending on the topic, an investigation/problem-solving task......