A Different Kind of Maths
So what should we say when children complete a task—say, math problems—quickly and perfectly? Should we deny them the praise they have earned? Yes. When this happens, I say, “Whoops. I guess that was too easy. I apologise for wasting your time. Let’s do something you can really learn from.”
Carol S. Dweck (Mindset: The New Psychology of Success)
“My best mistake was when I…”
- “When I got an answer quickly and was so sure I was right…until I talked with my partner and she changed my opinion because I had done it too quickly and didn’t really understood the meaning”
“Initially my answer was…but then I realised…”
- “I can try again”
- “I realised I needed to practise a little more”
“When discussing my ideas in a group I have found that…”
- “It was really good to share”
- “Everyone had made the same mistake at first”
- “I needed to commit myself and stand up for my point”
- “I realised people help me and when I am by myself I don’t do as well”
- “There are other interesting answers”
- “When discussing in a group I can talk about my ideas”
- “There was a better alternative answer”
Our perception can so often be that students are aiming to get every answer correct first time, every time and yet thinking about this does this not promote the idea that learning is a process where we learn through our attempts. In recognising our mistakes we are led to understanding a process or concept and this experience allows us the opportunity to improve. Students also begin to think that if I can’t get the answer right then there is no point in even trying.
“If parents want to give their children a gift, the best thing they can do is to teach their children to love challenges, be intrigued by mistakes, enjoy effort, and keep on learning.”
Carol S. Dweck (Mindset: The New Psychology of Success)
It is with these concepts in mind that our Junior School students are encouraged to engage in what we sometimes described as “Maths Talk”. The picture below shows some sentence starters that are being used as students discuss, consider and even argue as to the process and solution of a problem.
In Year 6, some lessons are devoted to solving tasks or challenges that involve apply a range of skills and careful consideration. One complex question can take up to an hour to solve. The Mathematics class is one full of talking, different strategies and students modifying and defending ideas. We are often hearing phrases during lessons such as, “I respectfully disagree with you because” or “I don’t understand how you got that answer, could you explain your thinking?”
Below is a single question that was presented to the class. If you choose to solve it also consider the skills involved and recognise that one of the important parts will be to reflect on your answer and consider whether it meets the criteria of the question.
Mrs Leanne Harrington (Head of Learning Enrichment)
Mr Peter Slattery (Director of Junior School)