1 Reasoning Masterfully Mathematically (mostly without arithmetic) John Mason Affinity Leicestershire Feb 2016 The Open University Maths Dept University.

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Presentation transcript:

1 Reasoning Masterfully Mathematically (mostly without arithmetic) John Mason Affinity Leicestershire Feb 2016 The Open University Maths Dept University of Oxford Dept of Education Promoting Mathematical Thinking

2 Throat Clearing  Everything said here is a conjecture … … to be tested in your experience  My approach is fundamentally phenomenological … I am interested in lived experience.  Radical version: my task is to evoke awareness (noticing)  So, what you get from this session will be mostly … … what you notice happening inside you! Who takes initiative? Who makes choices? What is being attended to? Avoid the teaching of speculators, whose judgements are not confirmed by experience. (Leonardo Da Vinci)

3 Reasoning Mathematically  OfStEd claims that reasoning is one of the weakest aspects of mathematics lessons that they observe.  Why might this be the case?

4 What’s The Difference? What could be varied? –= First, add one to each First, add one to the larger and subtract one from the smaller How would the difference change?

5 Secret Places  One of these five places has been chosen secretly.  You can get information by clicking on the numbers.  If the place where you click is the secret place, or next to the secret place, it will go red (hot), otherwise it will go blue (cold).  How few clicks can you make and be certain of finding the secret place? Can you always find it in 2 clicks?

6 Queuing B A C D

7 Magic Square Reasoning –= 0Sum( ) Sum ( ) Try to describe them in words What other configurations like this give one sum equal to another? 2 2 Any colour-symmetric arrangement?

8 More Magic Square Reasoning –= 0Sum( )Sum( )

9 Think Of A Number (ThOAN)  Think of a number  Add 2  Multiply by 3  Subtract 4  Multiply by 2  Add 2  Divide by 6  Subtract the number you first thought of  Your answer is x + 6 3x + 2 6x + 4 6x

10 Freedom & Constraint  How much freedom of choice do you have for the first number? 12 = +  How much freedom of choice do you have for the second number? 12 = + x 12 = –

11 Order of Operations x 4 = 14? 20? 2 x x (3 x 4) (2 + 3) x 4 What is the largest number you can make by bracketing? What is the smallest number you can make by bracketing? How many different answers can you make by bracketing?

12 Reasoning Conjectures  What blocks children from displaying reasoning is often lack of facility with number.  Reasoning mathematically involves seeking and recognsing relationships, then justifying why those relationships are actually properties that always hold.  Put another way, you look for invariants (relationships that don’t change) and then express why they must be invariant.  A task like Cover up can be used to get children to practice adding (you could use fractions or decimals!) while trying to work out what is happening, or even while trying to construct their own!

13 Reflection  Withdrawing from action  Becoming aware of an action, or a relationship  NOT ‘telling them so they remember’ BUT rather immersing them in a culture of mathematical practices

14 Mathematical Thinking  How might you describe the mathematical thinking you have done so far today?  How could you incorporate that into students’ learning?  What have you been attending to: –Results? –Actions? –Effectiveness of actions? –Where effective actions came from or how they arose? –What you could make use of in the future?

15 Reflection as Self-Explanation  What struck you during this session?  What for you were the main points (cognition)?  What were the dominant emotions evoked? (affect)?  What actions might you want to pursue further? (Awareness)

16 To Follow Up  PMTheta.com   Designing & Using Mathematical Tasks (Tarquin)  Mathematics as a Constructive Enterprise (Erlbaum)  Thinking Mathematically (Pearson)  Key Ideas in Mathematics (OUP)  Researching Your Own Practice Using The Discipline of Noticing (RoutledgeFalmer)  Questions and Prompts: (ATM)  Annual Institute for Mathematical Pedagogy (end of July: see PMTheta.com)