Technolandy

Day 92 (of 2024/25) #literacyweek putting more of what we do/know about reading and writing into the numbers

“We” have done so well over the past decades in literature finding a balance (knowing that word itself is triggering) student reading between independent rates and ‘age defined standards’ that do not always factor in schema or interest (and yes, I still argue that ‘interest’ is a key motivator into readers reading more… boring reading is like math worksheets… it can be a significant turnoff that is hard to redirect and rekindle views of relevance meaning and passion. 

So… how do we increase interest and self-confidence… in a word: differentiation

We are very good at this in the language arts – reading and writing focused on working at independent level (99% accuracy) and pushing into the ‘instructional’ level (Vygotsky’s Zone of Proximal Development… give a push!) with a mix of working at an individuals skill set is, while building capacity and focusing on the big questions that don’t need a book at any specific PM level…

As an example… Where the Wild Things Are and BC’s Grade 8 Curricular Big Ideas:

Language and text can be a source of creativity and joy: definitely – some fun artwork highlights the adventure/dream.

Exploring stories and other texts helps us understand ourselves and make connections to others and the world. – I can’t be the only one who dreamt/thought about running away… maybe not to the land of the wild things, but maybe where I didn’t get dinner… and I may have used my imagination a time or two to take a journey in my mind…

People understand text differently depending on their worldviews and perspectives. Many ways ‘why’ Max may have wanted to run away… might be minor, could be a trauma… that part is not revealed… 

Texts are socially, culturally, and historically constructed. I thought Max had a pretty big room, and I know I had friends who had to share bedrooms.. so it is noteworthy to remember that not everyone has a room to run away to (and then either a literal or metaphorical boat to sail to a private island on!)

Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Why did Max want to run away? Why is the book balanced with pages with and without text? What is the message about youth rebellion and parents?

And thinking pieces like Adrienne Gear’s:

Connect: Yep, I thought about running away, but only in my mind. AND I’ve used my imagination to put myself in a different (metaphorical) place

Question: Why would you want to run away (I knew right away mine was pretty ridiculous, even as a 7 year old)

Visualize: I loved the words and how the illustrations helped me imagine what other wild things there might be – and which ones wanted to have me for dinner… and which ones wanted to have ME for dinner…

Infer: I knew that there are not many bedrooms with docks, so the idea of sailing away had to be something of a dream…

Transform: I liked the reminder that for many, there is no place like home… but sometimes you need to get away… and I would imagine there are many who would like to not return home. I know different schemas will interpret this book differently…

Why can’t/don’t we do similar with the maths. 

Lets look addition (If you think addition is ‘simple’ I refer you to Arithmetic by Paul Lockhart (He of “A Mathematician’s Lament” https://profkeithdevlin.org/wp-content/uploads/2023/09/lockhartslament.pdf

Which unfolds this art in ways I hadn’t always considered) 7+8 but from a grade 8 math ‘big questions’ guide from BC’s Curriculum:

1. Number represents, describes, and compares the quantities of ratios, rates, and percents. Not perfect, but 7 and 8 are quantities… and we could deconstruct this equation to explore each of these big ideas
2. Computational fluency and flexibility slitty extend to operations with fractions. Every number is a fraction, so we can look at this as 7/1 + 8/1 = what are some other ways to compose this quesion
3. Discrete linear relationships can be represented in many connected ways and used to identify and make generalizations. Yep, I can speak to this based on a simple arithmetic starting point
4. The relationship between surface area and volume of 3d objects can be used to describe, measure, and compare spatial relationships.  “Arithmetic in surface area” refers to the process of calculating the surface area of a 3D shape by adding up the areas of all its individual faces; volume may be typically multiplication, but could still be done (slower admittedly) using arithmetic skills
5. Analyzing data by determining averages is one way to make sense of large data sets and enables us to compare and interpret. Again, maybe not to it’s full potential, but even this simple arithmetic starting point can lead us into discussing and thinking about this big idea…

But, typically in math we start where a text book is able to prompt us from. Or we want to create (don’t try this in school) homogeneous platoons of learners at the same skill level no matter the age… time and time again, heterogeneous groupings in math (much as in literacy) are needed… even in my own ‘literacy circles’ I had students reading independent texts, but we always got together as a larger group for the discussions about the big ideas 

I think in the maths we need more:

1. Playing with numbers (build more confidence)
2. Talking about numbers more (not just repeat a formula)
3. Building off others insights and connections (what’s complicated, what’s confusing, what’s an insight)
4. Reflect on what numbers can be (can we study a math unit just because it’s pretty? I don’t think many of my students have written a sonnet nor created art in the style of Jackson Pollock… not all of math needs to have practical application…

Also: We need to do more role modelling of maths. Either for fun or for real life – but we need more students showing, not saying that math has value.