I had a parent attack me recently for placing too much emphasis on communication in the math classroom. "It's Math, not Language!" they argued, upset that their child was perceived by me to have been performing at a Level 3 on a recent quiz despite "getting all the answers right".
The parent pointed out that in the working world, employers would far prefer to hire someone who knows the math and can think over someone who communicates well, but doesn't really understand the math. (The research would suggest otherwise, but I could see I wasn't going to convert this parent, so I suggested that maybe it depended on the job, and that perhaps we'd just have to agree to disagree on that point, and then wisely held my tongue on the subject.)
They went on to challenge my assessment methods (I use triangulation of data based on observations, conversations and products), claiming that there were "no conversations in Grade 11 and 12".
The parent pointed out that in the working world, employers would far prefer to hire someone who knows the math and can think over someone who communicates well, but doesn't really understand the math. (The research would suggest otherwise, but I could see I wasn't going to convert this parent, so I suggested that maybe it depended on the job, and that perhaps we'd just have to agree to disagree on that point, and then wisely held my tongue on the subject.)
They went on to challenge my assessment methods (I use triangulation of data based on observations, conversations and products), claiming that there were "no conversations in Grade 11 and 12".
 | Technical skills can get you the interview, but that's all you'll get without people skills like initiative... we know what employers value most!" |
Since I teach at the elementary level, that is the curriculum document I am familiar with. But my curiosity was peaked, so I decided to take a look at the secondary math curriculum.
I was not disappointed!
There, in the front matter of the Gade 11 and 12 document, was a whole section on the Mathematical Processes:
I was not disappointed!
There, in the front matter of the Gade 11 and 12 document, was a whole section on the Mathematical Processes:
| "The mathematical processes are as follows:
...the mathematical processes are interconnected. (bold mine) Problem solving and communicating have strong links to all the other processes. The problem-solving process can be thought of as the motor that drives the development of the other processes. It allows students to make conjectures and to reason as they pursue a solution or a new understanding. Problem solving provides students with the opportunity to make connections to their prior learning and to make decisions about the representations, tools, and computational strategies needed to solve the problem. " |
Moreover,
| "Teachers should encourage students to justify their solutions, communicate them orally and in writing, and reflect on alternative solutions." (Ontario Math Curriculum, Grades 11 & 12, Page 18) |
The front matter goes on , in the assessment section, to indicate that assessment must be varied in nature, and use a "variety of assessment tools" (page 23); a list of five possible inclusions is given; "test" is one of the items; it is last on said list.
Most fascinating to me was the section on evaluation, which states that while 70% of the final mark must be based on work gathered through the term,
Most fascinating to me was the section on evaluation, which states that while 70% of the final mark must be based on work gathered through the term,
| "Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course." |
Nowhere does it say that a paper and pencil task or "final test" is the only way of (or indeed the preferred method for) determining culminating understanding of a unit of math concepts.
photo reblogged from jeremykun.com
Intrigued, I turned to the actual course expectations. Two of the three expectations listed in the first column of the first page of Grade 11 Functions began with "explain" (as did several more throughout the list. "Using a variety of strategies" was also liberally applied. (pages 45, 46)
Satisfied, I closed the high school curriculum document, and returned to the world of Grade 7 & 8 where I will continue to encourage and support my diverse range of students in communicating their mathematical thinking by teaching and assessing in a wide variety of ways.
Satisfied, I closed the high school curriculum document, and returned to the world of Grade 7 & 8 where I will continue to encourage and support my diverse range of students in communicating their mathematical thinking by teaching and assessing in a wide variety of ways.
reblogged from Math Comic Relief
While I am sad about not having a happier ending to the conversation with the afore-mentioned parent, I am relieved to confirm that what I am doing is not only prescribed by the elementary curriculum documents I am required to follow, but that the high school curriculum -- whether all secondary school teachers follow it or not -- in fact closely mirrors the pedagogy I am practising here in Grade 7 & 8.
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