Tag Archives: 3-2-1 Bridge Visible Thinking Routine

#T3IC: Using technology alongside #SlowMath to promote productive struggle

At the 2018 International T³ Conference in San Antonio, Jennifer Wilson (@jwilson828) and I presented the following two hour power session.

Using technology alongside #SlowMath
to promote productive struggle

How might we shift classroom culture so that productive struggle is part of the norm? What if this same culture defines and embraces mistakes as opportunities to learn? One of the Mathematics Teaching Practices from the National Council of Teachers of Mathematics’ (NCTM) “Principles to Actions” is to support productive struggle in learning mathematics. We want all learners to make sense of tasks and persevere in solving them. The tasks we select and facilitate must offer opportunities for each learner to develop connections and deepen their conceptual understanding.

Join us to learn more about #SlowMath opportunities that encourage students to persevere through challenging tasks instead of allowing their struggle become destructive. This session will address:

  • How might we provide #SlowMath opportunities for all students to notice and question?
  • How do activities that provide for visualization and conceptual development of mathematics help students think deeply about mathematical ideas and relationships?

Here’s the agenda:

8:30 Introductions
8:40 Intent and Purpose

  • Principles to Actions
  • #SlowMath
  • Norms (SMPs)
8:45 3-2-1 Bridge Visible Thinking Routine
8:50 Using Structure to Solve a Task – Circle-Square Task

9:55 3-2-1 Bridge Visible Thinking Routine

  • 2 questions around Productive Struggle (share one with partner and listen to one of partner)
10:00 Construct a Viable Argument to make your thinking visible:
Does (x+1)²=x²+1?

10:25 3-2-1 Bridge Visible Thinking Routine

  • In the chat, 1 analogy/metaphor/simile for Productive Struggle
10:30 Close

Here’s my sketch note of our plan:

Dave Johnston (@Johnston_MSMath) recorded his thinking and learning and shared it with us via Twitter.

And, a little more feedback from Twitter:

Cross posted on The Slow Math Movement