CMEF 2014 ENVIRONMENTS TO OCCASION PROBLEM SOLVING - Peter Liljedahl

CMEF 2014 SOME BACKGROUND CREATIVITY INVENTION DISCOVERY AHA! 2000

CMEF 2014 SOME BACKGROUND CREATIVITY INVENTION DISCOVERY AHA! CREATIVITY INVENTION DISCOVERY AHA! 2000 PROBLEM SOLVING

CMEF 2014 DESCRIPTIVE RESULT 2003 AHA! POSITIVE AFFECT

CMEF PROBLEM SOLVING POSITIVE AFFECT PRESCRIPTIVE INTERVENTION

CMEF 2014 PRESCRIPTIVE INTERVENTION If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll 2004

CMEF 2014 PRESCRIPTIVE INTERVENTION If 6 cats can kill 6 rats in 6 minutes, how many cats are required to kill 100 rats in 50 minutes? - Lewis Carroll 2004

CMEF 2014 conducive to problem solving occasion problem solving thinking classrooms QUEST

CMEF 2014 BOTH A MEANS AND AN END problem solving

CMEF 2014 EARLY EFFORTS just do it teaching problem solving teaching with problem solving TASKS

CMEF 2014 EARLY EFFORTS just do it teaching with problem solving TASKS some were able to do it they needed a lot of help they loved it they don’t know how to work together they got it quickly and didn't want to do any more they gave up early FILTERED THROUGH EXISTING NORMS! assessing problem solving

CMEF 2014 REALIZATION

CMEF 2014 CASTING ABOUT INSERVICE TEACHERS  learning teams  workshops  master's students  teachers' questions and comments  observation  proxies for engagement MY OWN TEACHING  undergraduate courses  graduate courses  guest teaching  proxies for engagement

CMEF 2014 THINGS I (WE) TRIED tasks hints and extensions how we give the problem how we answer questions how we level room organization how groups are formed student work space how we give notes assessment …

CMEF 2014 FINDINGS VARIABLEPOSITIVE EFFECT tasksgood tasks hints and extensionsmanaging flow how we give the problemoral vs. written how we answer questions3 types of questions how we levellevel to the bottom room organizationdefronting the room how groups are formedvisibly random groups student work spacevertical non-permanent surfaces how we give notesdon't assessment4 purposes (CMEF 2009) …

CMEF 2014 FINDINGS VARIABLEPOSITIVE EFFECT tasksgood tasks hints and extensionsmanaging flow how we give the problemoral vs. written how we answer questions3 types of questions how we levellevel to the bottom room organizationdefronting the room how groups are formedvisibly random groups student work spacevertical non-permanent surfaces how we give notesdon't assessment4 purposes (CMEF 2009) …

CMEF 2014 FINDINGS – BEST BYPASS good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

CMEF 2014 FINDINGS – BIGGEST IMPACT good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

CMEF 2014 FINDINGS – BIGGEST IMPACT good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

CMEF 2014 VERTICAL NON-PERMANENT SURFACES

CMEF 2014 DATA SOURCES TYPE I: qualitative written reports interviews field notes TYPE II: quantitative(ish) comparators - five different treatments per class 5 classes time measurements criterion measurements (0, 1, 2, 3)

CMEF 2014 QUALITATIVE MEASURES This was so great [..] it was so good I felt like I shouldn't be doing it. I will never go back to just having students work in their desks. How do I get more whiteboards? The principal came into my class … now I'm doing a session for the whole staff on Monday. My grade-partner is even starting to do it. The kids love it. Especially the windows. I had one girl come up and ask when it will be her turn on the windows.

CMEF 2014 QUALITATIVE MEASURES

CMEF 2014 PROXIES FOR ENGAGEMENT time to task time on task time to first mathematical notation amount of discussion eagerness to start participation persistence knowledge mobility non-linearity of work QUANTITATIVE MEASURES

CMEF 2014 vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups) time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec time on task7.1 min4.6 min3.0 min3.1 min3.4 min first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion eagerness participation persistence mobility non-linearity QUANTITATIVE MEASURES

CMEF 2014 vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups) time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec time on task7.1 min4.6 min3.0 min3.1 min3.4 min first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion eagerness participation persistence mobility non-linearity QUANTITATIVE MEASURES

CMEF 2014 VISIBLY RANDOM GROUPS

CMEF 2014 EMPIRICAL RESULTS students become agreeable to work in any group they are placed in there is an elimination of social barriers within the classroom mobility of knowledge between students increases reliance on the teacher for answers decreases reliance on co-constructed intra- and inter- group answers increases engagement in classroom tasks increase students become more enthusiastic about mathematics class Liljedahl, P. (in press). The affordances of using visually random groups in a mathematics classroom. In Y. Li, E. Silver, & S. Li (eds.) Transforming Mathematics Instruction: Multiple Approaches and Practices. New York, NY: Springer.

CMEF 2014 QUALITATIVE MEASURES

CMEF 2014 TOGETHER - THREE PILARS good tasksvertical surfaces random groups

CMEF 2014 TOGETHER I've never seen my students work like that they worked the whole class they want more how do I keep this up AND work on the curriculum? how do I assess this? where do I get more problems? I don't know how to give hints?

CMEF 2014 QUALITATIVE MEASURE

CMEF 2014 SO, WHY IS IT WORKING?

CMEF st PERSON EXPERIENCE FOR STUDENTS …

CMEF st PERSON VICARIOUS EXPERIENCE FOR TEACHERS …

CMEF 2014 Q & A QUESTIONS & ABUSE

CMEF 2014 THANK YOU!