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How do you design math tasks that challenge and engage all learners?

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Math is a subject that can spark curiosity, creativity, and confidence in learners, but it can also cause frustration, anxiety, and boredom if the tasks are not well-designed. How do you design math tasks that challenge and engage all learners, regardless of their prior knowledge, skills, and interests? In this article, we will explore some principles and strategies for creating differentiated instruction in math that meets the needs of diverse learners and fosters their mathematical thinking and reasoning.

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1 Know your learners

The first step in designing math tasks that challenge and engage all learners is to know your learners. This means understanding their strengths, weaknesses, goals, preferences, and backgrounds. You can use various methods to gather this information, such as pre-assessments, surveys, observations, interviews, portfolios, and self-reflections. Knowing your learners will help you tailor the content, process, product, and environment of your math instruction to suit their readiness, interests, and learning profiles.

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Chloe Hrabusicky

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I firmly believe that having a good relationship with your students is a KEY. Before a tough workbook page, I had a student who would refuse to work when it was too challenging and I said “I am not trying to frustrate you. I feel frustrated when you are frustrated. Can we calmly talk about what we don’t understand?” Setting up the work this way makes it feel like a collaborative effort and the student is able to see me do the work, walk me through it, and then can complete the work with ease. Knowing how to encourage your kids is essential.

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2 Choose rich tasks

The second step in designing math tasks that challenge and engage all learners is to choose rich tasks. Rich tasks are open-ended, meaningful, and relevant problems that invite multiple strategies, solutions, and representations. They allow learners to access the task at different levels of complexity, depth, and rigor, and to demonstrate their understanding in various ways. They also encourage learners to make connections, justify their reasoning, and communicate their thinking. Rich tasks can be adapted from existing curriculum materials, or created from scratch using real-world contexts, scenarios, or questions.

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Chloe Hrabusicky

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My favorite real-world examples include shopping, baking/cooking, and gardening. I also encourage sending out a survey to family and friends of various occupations and have them share how they use math in their jobs. Help kids see how it all connects and is important!

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3 Differentiate the task

The third step in designing math tasks that challenge and engage all learners is to differentiate the task. This involves providing options and supports for learners to engage with the task according to their needs and preferences. You can modify the content, process, product, or environment of the task. For instance, you can vary the numbers, operations, or concepts involved in the task; provide different levels of scaffolding, hints, or prompts; vary the methods, tools, or resources that learners can use to solve the task; provide different formats, modes, or criteria that learners can use to show their understanding of the task; and vary the physical, social, or emotional aspects of the learning environment. By doing so, you can offer different levels of guidance, feedback, collaboration, choice, challenge, or creativity.

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4 Assess the learning

The fourth step in designing math tasks that challenge and engage all learners is to assess the learning. Assessing the learning means gathering evidence of learners' progress, achievement, and growth in relation to the task and the learning goals. You can use various methods to assess the learning, such as observations, conversations, products, self-assessments, peer-assessments, or rubrics. Assessing the learning will help you provide timely and specific feedback, celebrate successes, identify gaps, and plan next steps.

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5 Reflect on the task

The fifth step in designing math tasks that challenge and engage all learners is to reflect on the task. Reflecting on the task means engaging learners and yourself in metacognitive activities that help you review, analyze, and evaluate the task and the learning process. You can use various methods to reflect on the task, such as journals, exit slips, discussions, or portfolios. Reflecting on the task will help you and your learners deepen your understanding, identify strengths and weaknesses, set goals, and improve your practice.

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Chloe Hrabusicky

Educator
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Math Talks are also a great way of doing this and helping students have a structured dialogue about their thinking. Math Talks are also a great tool to use for beginning a lesson.

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6 Share the learning

The sixth and final step in designing math tasks that challenge and engage all learners is to share the learning. Sharing the learning means creating opportunities for learners to showcase their work, explain their thinking, and learn from others. You can use various methods to share the learning, such as presentations, exhibitions, posters, or blogs. Sharing the learning will help you and your learners celebrate diversity, appreciate different perspectives, and build a community of learners.

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7 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How do you design math tasks that challenge and engage all learners?

1

2

3

4

5

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1 Know your learners

2 Choose rich tasks

3 Differentiate the task

4 Assess the learning

5 Reflect on the task

6 Share the learning

7 Here’s what else to consider

Teaching

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How do you design math tasks that challenge and engage all learners?

1

2

3

4

5

6

7

1 Know your learners

2 Choose rich tasks

3 Differentiate the task

4 Assess the learning

5 Reflect on the task

6 Share the learning

7 Here’s what else to consider

Teaching

给文章评分

感谢您的反馈

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