As I continue to work with my students on perplexity problems (the latest being Disappearing Cookies; see student feedback here), I have begun to reflect on the transformative nature of this project.
There is no doubt that the students are enjoying these perplexity problems. It was been wonderful to see their faces light up when I mention that we are going to do one of our special problems. The are excited to tackle what is presented them and are ready to think about what information they may need to do it before I present them with the necessary information. This critical thinking has been a new addition to our math time and has been able to have them push their thinking.
I have also noticed a higher level of engagement from all students. Whether they choose to work by themselves, with a partner or in a group, I am noticing that they are becoming increasingly aware of the part they must play and the steps they need to take to solve the problem.
An enormous part for me has been the feedback. I have found this invaluable (and wish I had been doing it much sooner in the year!) to see how the students feel about their learning. The reality of this project is that it takes time. It takes time for the students to learn a new way to do things, a new way to think, and a different way to look at things. It takes time to reflect on what they enjoyed from a problem and what they would like to change. But knowing the students comfort level with the different problems has greatly informed my instruction and the next steps. Once again the need to be flexible when teaching is continually reconfirmed for me. You must work from where the students are. Any pre-conceived notions about where this project would lead have had to be adjusted based on my students. The framework hasn’t changed but my ideas of how it would go have definitely changed.
I have been amazed at the excitement and engagement level that my third grade students have demonstrated throughout these problems.
I am excited to share these problems with colleagues around the world. This is an area that is new to me and I am continuing to learn about. We have posted our problems on our Wikispace: Real World Math. Finding Solutions with the hopes that others will contribute and use what we have created. It is a lot of work to create these math problems. The more that we are able to collaborate and share ideas, the less time consuming it will be for all teachers. We have joined Connected Classrooms and Coetail Course 5 Final Project google communities to connect to communities outside of out COETAIL cohort. We have also recently been contacted by another teacher, Mr. Kyle Pearce in Ontario, Canada who has a dedicated part of his website to Real World Math Problems using 3 act math.
As we continue to delve into the possibilities where this project can go, it is very exciting at home, in our classrooms, as well as the connections to be made in the outside world. I look forward to continuing to see the excitement and growth in my students as well as what I can learn from my colleagues around the world!