What it means to have diversity in mathematics?

This weeks class focused on adding, subtracting, multiplying and dividing. We had several presentations today which focused on using these order of operations mentioned. I will discuss each of these activities in today's post and also relate it to this weeks greater theme of diversity in mathematics.

                                                     

This activity, created by my fellow classmate Danielle D'Amato, is called Racing Through Numbers (Alternative Subtraction Algorithms). Danielle divided the class into groups of 4 and handed out a pack of cards with different values on them and against the backdrop on the board is a horse race track with several horses. The point of this activity was for each group to compute the distance their horse travelled. Danielle provided blocks and a mini white board for each group to use to demonstrate their thinking. What I noticed was that each group used different methods of calculating the distance. Some designated tasks to different members of the group, others used patterns while others separated the cards into  groups then calculated the value. This activity allowed each group member, no matter their level of math, an entry way to the problem.

  

The next activity, created by another fellow classmate Sneha Gujadhur, was called Broken Calculator. The premise of this activity was that one of the number 8 key in the calculator was broken so the students had to find out alternative methods to solve this equation 9x68. In my group we found it challenging at first to solve because we only came up with two ways of solving this problem--the first was to break the equation up 34x2x9 another way was 9 (25+43). However, Sneha had also encouraged us to use pictures to show how we can figure this problem out. At first, we were stumped as to how we can solve this problem using pictures because of the nature of the value 68. We thought that it we would need multiple sheets of paper to do and that it would be a lengthy process. But, one of our group members had an amazing idea which was to create boxes with stars and circles. One star was equal to 10 and one circle was equal to 1. So using this method we solved this problem using the picture method. From what I observed when every group was showing how they got their answer, majority used the same methods which I thought was pretty interesting. 

                                                      

The last activity, created by David Chapman, was called AD-LIB Division Problem. This activity asked the students to create their own story but they had to use two whole numbers in their story that when divided would have the number 2 somewhere in their answer. This was an interesting activity and certainly engaging. It allowed for everyone to come up with interesting stories and search for two whole numbers that would have the number to in the answer. And in my group we used different manipulatives to ensure that number 2 would be in our answer.

How do these activities relate to the greater theme of diversity in mathematics? Well, what each of these activities have in common is that it allows for the teacher to be a facilitator in the problem solving process rather than the person who simply gives the answer. Additionally, all these activities created a safe environment that emphasized that there is no right way of solving the problem--in fact each of the presenters encouraged each group to use a different approach. This is important because it allows students to think about the problem, go through their own thinking stages and develop their own thinking. Finally, as I noticed from my group making mistakes was not the end of the world, in fact it helped us understand how we can alter our method to get the answer. I think this is important in not just learning and teaching Math but also other subjects. Making mistakes develops an individuals thinking and allows for them to reflect. Finally, each of these problems showed diversity in Math by the way they structured the problem as well as the class. That is, all these problems had factors that make a good Math problem: they were doable, intriguing, relatable and allowed for multiple responses.

In tow with this weeks theme of diversity in math or in different approaches to Math. I have uploaded a video below that explains how one can use the game Minecraft as an educational resource in teaching Math. This video explains how this game can help facilitate their learning and also allows for students to think critically--often times students may not even know they are using Math when they are using the software.  Here is the video please let me know what you think on the comment section below:

If you want to know more about the presenters  (mentioned above) approaches to math please take the moment to visit their blogs:

Danielle D'Amato http://mymathclassblog2312.blogspot.ca/
Sneha Gujadhur http://mathwithmissg.blogspot.ca/
David Chapman http://davidsmathematics.blogspot.ca/