Saturday, December 20, 2014

Saturday Sayings: The Three Ps



That day Allie began rubbing her hands together in anticipation of our contextual math problem truly warmed my heart, partly because I did not grow up with an appreciation for story problems.  I did them out of obedience and nothing more.  Even though I earned good math grades, I rarely felt particularly successful with them either.  They were pretty much hard and not a bit on the fun side.  On the whole, it's safe to say I was not in possession of the three Ps Buschman refers to.  

Not all my kids rub their hands together like Allie, but neither are they grumbling and rolling their eyes, although it's always possible some do the math out of obedience like I did.  Regardless, I believe that most of my mathematicians have a different perspective of contextual problems than I.  In fact, I would describe them as fearless, which certainly goes hand and hand with the three Ps.  

What contributes to this fearless attitude that was so foreign to me all those years ago?  Reflecting on how math instruction has changed within my room over the past five or six years, the following factors are worth pointing out.  Problem solving does not take place in isolation.  Neither does problem solving equal one right way or require the use of a mysterious rule that must be memorized and followed.  "Solve it in a way that makes sense to you."  Differing paths to a solution are not only encouraged but highlighted and strategically used to the benefit of everyone.  With these things in place, I believe there are fewer reasons to be intimidated like I was. 

While I sense their fearlessness, I also want to be more aware of how I can intentionally instill patience, perseverance, and a positive attitude into my math instruction.  Those are skills that can be taught, and I need to look for ways to highlight and teach what each one looks and feels like when it comes to math problems.  If I do, Allie should be rubbing those hands together long after she leaves my classroom.

10 comments:

  1. I think without the positive attitude, kids (and adults, too!) won't have the patience to persevere. They really do all go together. Sara

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    1. Sara, you are right. I think positive attitude is the one I would want to "teach" first. It's the foundation for sure.

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  2. Your post totally makes me think about a sign I saw in the McDonald's bathroom last week: If this bathroom needs attention, please turn on the switch. Wouldn't it be great if all of our kiddos came with a switch?

    Allie has an attention switch, doesn't she? What a blessing!

    Merry Christmas, Tammy. Thank you for the gift of inspiration.

    Barbara

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    1. Barbara, Allie for sure has a switch and her switch inspires all the others around her too. What a blessing those examples are for the rest who aren't quite on board yet.

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  3. I love this post. I can see Allie perfectly:). I'm so glad we teach in a different math climate than the one we grew up in.

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    1. Barb, yes me too. I'm hoping everyone can eventually see that this new climate is a good one!

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  4. I cannot even imagine rubbing my hands in anticipation of working a math word problem! :) Which shows what a success you are in the classroom to instill this kind of excitement for all kinds of learning!
    Lori
    Conversations in Literacy

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    1. Lori, I definitely did no rubbing of hands when I was growing up either!

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  5. As a child math was one of my least favorite subjects. I just didn't get it. I wish I could have grown up in the climate we are creating now! Teaching different strategies to reach all learners is the key. I love teaching math and I hope that my positive attitude towards math helps my kids get it! Thanks for inspiring!
    Jenny

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    1. Jenny, I think I would have understood math better today than I did back then too. We teachers can always do better. :)

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