As far as finding a problem they can discuss, maybe it doesn’t have to be a problem they can answer yet. Bookending the lesson with discussions does sound nice. Maybe that first discussion can be on a bridge question. The idea of transitioning from one unit to another. It would help them see the connections in math (how each idea springs from the previous) and give you a lead in to talking about where ideas like absolute value and logarithms come from. Then, they don’t have to recognize or understand the symbols yet, instead maybe they coud start by understanding why we need/use the symbols. I don’t know if that would be as interesting to 8th graders as ‘why leaves change color’ is to first graders, but it might be a start.

]]>I liked that you related the readings to your experience and you weren’t afraid to mention your struggles or questions along the way. I believe teaching is a profession you must consistently add into, always questioning, researching, and finding new modern ways to give students the best education. In terms of math, I can speak from a perspective of someone who has always had difficulty with the subject and I had always wished for better connections between my life and the material. I always had a negative attitude towards it as a student because I could never find a reason for why certain topics worked the way they did. I think keeping a focus on how the material can be used in real-life and posing situations where the information would be useful will significantly assist your students. The engagement and effort they will contribute from then on will be unbelievable. Additionally, as commented above the background information of students is a crucial element to making this successful because only when you understand their lives and personalities can you fully make these connections. I hope this helps!

-Kailee

]]>I am having the same struggles after reading Gallas’ book. As a future mathematics teacher I am trying to figure out how we can incorporate these talks into our classroom of 7th through 12th graders. I feel it can be done with certain units, such as problem solving, where problems are more open-ended with many different ways of arriving at the answer. Other topics though, such as logarithms, would be extremely difficult to conduct a ‘science talk’ when students have no prior experience or knowledge of such terms. I am hoping this course will help me figure out how to accomplish such a feat. ]]>