The teaching strategies for modeling problems vary, but in every case should involve some degree of collaboration and discussion. The fourth characteristic of a rich modeling task is that it encourages collaboration and discussion. When a variety of approaches can lead to an appropriate solution, students can become confident in their abilities and learn from one another. Our students approach mathematics from very different perspectives, and when we can recognize and respect that fact, we can provide more opportunities for students’ success. The third criterion of a rich math task is that it lends itself to a variety of approaches and representations. Students will be engaged by problems that spring from literature, from other subject areas, and from their imaginations, as well as from their “really real” lives! Do not stifle your creativity by imposing false limits regarding what is a “real world” application.
For instance, mathematics with a literature connection can be very interesting and engaging to students despite the fact that the scenarios investigated would not be called “really real.” Remember, the objective is to present tasks that are interesting and can help students understand that the concepts they are learning in their math classrooms are not completely separate from their lives outside the classroom. I have used many problem-solving and modeling tasks that are, admittedly, not “really real,” but are, nonetheless, interesting and engaging to students. What, exactly, is a task with some basis in real life? But the question remains: What is an authentic task? I would suggest that an authentic task is one with which students have some real-life experience. The second criterion for a rich task has been the subject of extensive discussion among teachers, mathematicians, and researchers for many years. A good task will provide opportunities for all learners to contribute with confidence. By the same token, it will not be quickly and easily solved by more advanced math students, but will provide challenge and extensions for these learners as well.
It will not encourage our most struggling students to opt out and allow the more proficient students to take over, provide direction, and supply solutions. If a task is truly rich, it will provide interest, motivation, and challenge for all our learners.
The first characteristic should be obvious to almost any teacher in almost any classroom: the students in the desks in front of us come with a wide range of foundational knowledge, mathematics background, and experience with mathematics. Here is a brief look at six important characteristics of rich modeling tasks: Unfortunately, too few textbooks contain such tasks, so teachers must scramble to find or develop their own. How do we know a good task from a bad one? As teachers make the foray into mathematical modeling in their classrooms, it is important that they use rich and rewarding tasks. In this post-adapted from her book, Modeling with Mathematics -Nancy Butler Wolf looks at six characteristics shared by the best math tasks. Rich mathematical tasks are essential for engaging learners and creating dynamic classrooms.
0 kommentar(er)
