Is it true that the only time we
expect demand that our learners draw a picture to accompany their work is when they are working with trigonometry and related rates?
How do we know – Do we know – that our learners are invested and engaged with the context of the task?
What if we connect to ideas they are using and learning in their literacy blocks? How might we collaborate to use the same language with our learners?
Good mathematicians and scientists, just like good readers and writers, notice and note. We seek patterns and wonder about things that occur again and again. We look for and express regularity in repeated reasoning.
How might we show our learners how to notice and note? What if we leverage their creativity and curiosity to show what they know more than one way?
How would you notice and note? What might you and your learners wonder? Do I and my learners just note “the facts?”
Or, do we take the time to sketch what we see?
I wonder… I believe that the
sketch doodle helps the thinker analyze what they see, notice what is repeated and what is not repeated.
How might we deepen understanding and engagement by taking the time to notice and note what occurs again and again and to look for and express regularity in repeated reasoning?