![]() Jansen talks how it is a work in progress and rough draft math does not need to be used for every lesson and there are multiple ways to implement rough draft math. The final chapter, chapter six, contains Amanda Jansen’s reflections on how she has incorporated rough draft math into her own classes. Amanda Jensen references the notion of ‘rehumanizing mathematics’ as presented by Rochelle Gutiérrez (2018). In Rough Draft Math, Mandy shows how to create a classroom culture in which your students will feel more comfortable expressing their partial understandings and in-process thinking, and then continually revising that thinking as they build deep, conceptual understanding of mathematics. Chapter five presents the idea of rough draft math as rehumanizing the mathematics classroom. ![]() The chapter also presents how solutions, ideas, and reflections can support a revision structure. Chapter four explores how rough draft math is a revision structure where students become aware of their thinking process and how it may have shifted. This chapter explains the importance of students explaining their thinking. Chapter three presents multiple tasks that allow for rough draft mathematical communication. This chapter also presents how to create a classroom culture that allows for nonjudgmental discourse that is a necessary part of rough draft math. Chapter two presents the theoretical underpinnings as constructivism. This is the chapter where Jansen defines rough draft math as a discourse, and where students share ideas that are unfinished. In the process, a class of students becomes a community of mathematical thinkers, and teachers gain. Chapter one explores what is rough draft math. In Rough Draft Math, Mandy shares the power of infusing math class with the spirit of revision so that students feel comfortable thinking aloud as they talk to learn through problem-solving rather than talking only to perform right answers. Overall, Chapter 6 gave a great over view of the possible implementations of rough draft math and it was a good reminder that we are always modifying and improving our teaching on a daily basis.The main focus of Rough Draft Math: Revising to Learn is the promotion of mathematical competency through meaningful discourse. Students sometimes feel as though they are the only one who doesn’t understand and begin to shut down, showing them that they are not alone can give them a sense of relief. Sharing students unfinished work can be extremely useful in validating other students’ solutions and thought processes. When looking at students unfinished work we should be actively thinking about how it can be utilized for class discussion. We should be strategic in the student work we choose to share and have sound reasoning for why it was chosen. This could be very helpful in getting to know your students and their feelings about math early on in the course and will help you to better guide your class through rough draft talks.Īs a teacher, it can be difficult to effectively select work to be shared with the class to revise. ![]() The prompts provided are very open ended which gives students plenty of opportunity to share their thoughts. 169) This could be followed up with an opportunity for students to write comments or questions the first few days of class. The author also brought up a multiple-choice item that could be a useful gauge for teachers to use when first implementing rough draft math to a new group of students. We don’t have to do EVERYTHING to be a good teacher, sometimes just being there is enough. Many times, we feel as though we are not doing enough when in fact, we are. One way is by having students respond/reflect on their learning and what has worked well for them so that we, teachers, can reflect on our own teaching practices. It is always useful to get feedback from students throughout the school year. PDF In reality, teachers of mathematics, at times, demand students to share ideas or pattern of solution for a mathematical problem to the class. Faculty of Mathematics University of British Columbia MATH 121. As teachers, we should keep raising the bar on ourselves to continue to improve our teaching processes. 9.2 Performance Task - Rough Draft Template. The more you try different teaching practices the more habitual they will become. The author reminds us that we are human and things come up and that it is okay if you weren’t able to make everything you wanted to happen, happen. You just need to figure out what works for you and your classroom. ![]() There are many possible approaches you could take to implement rough draft math. Chapter 6 of Rough Draft math goes over the ways we can put rough draft thinking into practice.
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