1. CONTEXT OF RESEARCH NOW YOU TRY ONEHOMEWORKTAKING NOTESREVIEWLECTUREGROUP WORKSTATIONS

2. NOW YOU TRY ONE catching up on notes (n=0) n=32 STUDENTING Liljedahl, P. & Allan, D. (2013). Studenting: The case of "now you try one". Proceedings of the 37 th Conference of the PME, Vol. 3, pp. 257-264. Kiel, Germany: PME.

3. NOW YOU TRY ONE n=32 Liljedahl, P. & Allan, D. (2013). Studenting: The case of "now you try one". Proceedings of the 37 th Conference of the PME, Vol. 3, pp. 257-264. Kiel, Germany: PME.

4. HOMEWORK Marked (n=60) Not Marked (n=40) Marked (n=60) Not Marked (n=40) Didn't Do It1516 Got Help1812 I forgot53 Felt they would fail quiz61 I was busy42 Felt they would pass quiz33 I tried, but I couldn't do it33 Felt they would excel98 I took a chance30 Did it On Their Own1311 It wasn't worth marks08 Mimicked from notes45 Cheated141 Did not mimic from notes66 Copied71 Mimicked but completed30 Faked50 Half homework risk20 Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35 th Conference for PME-NA. Chicago, USA.

5. HOMEWORK Liljedahl, P. & Allan, D. (2013). Studenting: The Case of Homework. Proceedings of the 35 th Conference for PME-NA. Chicago, USA.

6. TAKING NOTES (n=30) don’t n=3 don’t use notes n=27 yes n=3 don’t keep up n=16 USE NOTES TO STUDY

7. TAKING NOTES (n=30) GAMING 90% GAMING 63% USE NOTES TO STUDY

8. 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 …

9. 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 …

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

11. VERTICAL NON-PERMANENT SURFACES

12. PROXIES FOR ENGAGEMENT time to task time to first mathematical notation amount of discussion eagerness to start participation persistence knowledge mobility non-linearity of work EFFECT ON STUDENTS 0 - 3

13. vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups)10 998 time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion2.82.21.51.10.6 eagerness3.02.31.21.00.9 participation2.82.31.81.60.9 persistence2.6 1.81.9 mobility2.51.22.01.31.2 non-linearity2.72.91.01.10.8 EFFECT ON STUDENTS

14. vertical non-perm horizontal non-perm vertical permanent horizontal permanent notebook N (groups)10 998 time to task12.8 sec13.2 sec12.1 sec14.1 sec13.0 sec first notation20.3 sec23.5 sec2.4 min2.1 min18.2 sec discussion2.82.21.51.10.6 eagerness3.02.31.21.00.9 participation2.82.31.81.60.9 persistence2.6 1.81.9 mobility2.51.22.01.31.2 non-linearity2.72.91.01.10.8 EFFECT ON STUDENTS

15. VISIBLY RANDOM GROUPS

16. 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. EFFECT ON STUDENTS

17. WHAT ELSE? good tasks vertical non- permanent surfaces visibly random groups answering questions oral instructions defronting the room levelling assessment flow

19. liljedahl@sfu.ca www.peterliljedahl.com/presentations