Webquest Stetson B

Imagining the thinking in your mathematics classroom
Introduction Task Process Evaluation Conclusion
A WebQuest for Prospective Mathematics Teachers

Designed by Deb Stetson, stetson@csus.edu
Math 316 Psychology of Mathematics Instruction
Based on a template from The WebQuest Page
How will you get your students to think?
Introduction
When you start teaching, after each lesson, you will consider the question Who did the math thinking today? The goal is to have every student do the math thinking, not just one telling the others, and not just the teacher lecturing and doing all the thinkingto have evidence of the students doing the thinking (oral, written, hand signals...)
Task: In this Webquest, you will

Build a collection of 4 video clips (0.5 5 min.) which demonstrate your ability to recognize:
Deep conceptual understanding of the reasoning underlying mathematical procedures Pedagogical strategies that engage students in thinking
Explain (text or audio) the reason you selected each clip stating how it exemplifies a method to get students doing the thinking. It is possible to
use a clip showing students not given access to the thinking, if your analysis includes a strategy the teacher could have used to get more students doing the thinking.
Task
Your project will include your analyses for the 4 clips ( at least 2 from video links provided here ranging in length from 0.5-5 minutes). Provide the urls for each clip. You can use the same video for 2 clips demonstrating different ideas if you like. Please specify the observation time frame for the clip so that your analysis aligns with the activity shown (i.e. view from 3:02 to 5:06) Compile the 4 clips and your accompanying analyses in a Word document, Powerpoint, Blog (Blogspot.com), or Prezi.
Process: What to LOOK FOR in clips

The next 5 LOOK FOR slides discuss the lenses through which to view and select video clips. You will be asked to view some clips considering students opportunities to think through the math. For your project, you will use 2 clips from those used in this webquest. (You will explore other
resources for the other 2 clips to be included in your project.)
Process: LOOK FOR Gimmicks

This clip shows a procedural approach of ensuring students can perform the steps of a process-no attention is paid to a conceptual development of the reasons the math works the way it does. It is upbeatbut a gimmick. Watch from 0:00-1:30 Click for Mr. Dewey Who did the math thinking about division? Did anyone think?
Process: LOOK FOR Lecturing about Why

The next clip shows a conceptual approach developing the reasons the math works the way it does. Watch this clip from 0:29-2:40 Click for Exponents Who did the math thinking about the laws of exponents? Where is the evidence of student engagement?
Process: LOOK FOR good Pedagogy

To maximize learning, students must be engaged and actively learning and practicing mathematics.
THEY need to be doing the reasoning--not just the teacher. The teacher must elicit responses from the students giving them the opportunity to make conjectures and connections, and to construct arguments.
Process: LOOK FOR The Approach to the Math

To maximize learning, instruction needs to attend to the development of conceptual understanding of the reasoning underlying ideas and
the procedural fluency to be able to use mathematical skills and ideas in new types of situations.
Step 1 Step 2 Step 3
Process: LOOK FOR Student Access to Thinking

Watch the next clip from 0:00-5:29
Click for Ms. McPhillips
Who did the math thinking about linear equations?
Process: Choose at least 2 clips from those in this Webquest (or all 4)
Choose from any clip shown previously, or from clips on the following slides to incorporate into your project. Remember you can select clips that show things NOT TO DO, or clips that show things TO DO to get kids doing the math thinking. For each clip, analyze who is doing the math thinking, addressing both conceptual development of ideas and pedagogical choices.
Process: Here are additional videos from which you could choose clips
Click here for Exponents Power Rule from 6:58 10:00 Click here for Adding Fractions from 0:00-1:32
Remember: the 4 clips in your project can be from half a minute to 5 minutes long. So your analysis of each clip should talk about how students were doing the math thinking and the strategies used (or those that could have been used) to make that happen.
Process: Here are additional videos from which you could choose clips
Click here for Perim with Changing Area
Click here for Surf Area of Cyl from 0:00 to 13:00
Process: Choosing from other sources is optional.

The Teaching Channel is a good source of other clips, although some can be found on teachertube as well. You need a total of 4 clips, at least 2 of which were from videos in this Webquest.
Evaluation: Rubric for Mathematics

APPROACH TO THE MATHEMATICS Does the selection and analysis show your understanding of a conceptual approach using mathematical reasoning to explain ideas? 30 Full understanding demonstrated. Choice of clip and analysis shows evidence of reasoning necessary to justify the mathematical idea shown. 20 Partial understanding demonstrated. Some evidence of the conceptual basis is evident, but it is incomplete. 10 Confusion of a procedural approach for a conceptual approach.
Evaluation: Rubric for Pedagogy

PEDAGOGICAL APPROACHES
Do your clips and analyses show depth of understanding of pedagogical approaches to give each student the opportunity to do the math. Attend to the question: Who did the math thinking, the teacher or every student?
30
Analyses show full understanding demonstrating a strategy used (or not used) in the clip that engages each student meaningfully in the math.
20
Analyses shows partial understanding of pedagogical strategy perhaps not capitalizing on some nuances of application of the strategy.
10
Analysis show confusion about teachers role in eliciting active engagement by students, perhaps commenting on a clear presentation by the teacher.
Conclusion
Your efforts in reviewing clips will serve you well as you embark on your path to become a teacher. I hope you found some specific things to help you get the students to do the math thinking when you become a teacher. If you would like to suggest video clips that should be included for next semesters students, or a way to modify this project to make it more useful to you in learning about teaching, please include that in your project, or email me. stetson@csus.edu
Some more Introduction:

Stetson's Video: Noticing and Wondering

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Imagining the thinking in your mathematics classroom

Introduction Task Process Evaluation Conclusion

A WebQuest for Prospective Mathematics Teachers

Math 316 Psychology of Mathematics Instruction

Based on a template from The WebQuest Page

How will you get your students to think?

Task: In this Webquest, you will

Process: What to LOOK FOR in clips

Process: LOOK FOR Gimmicks

Process: LOOK FOR Lecturing about Why

Process: LOOK FOR good Pedagogy

Process: LOOK FOR The Approach to the Math

Step 1 Step 2 Step 3

Process: LOOK FOR Student Access to Thinking

Who did the math thinking about linear equations?

Process: Choosing from other sources is optional.

Evaluation: Rubric for Mathematics

Evaluation: Rubric for Pedagogy

Some more Introduction:

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