Investigations Blog

Using Tools in Art and Math

Recently, I was chatting with a 7-year-old I know pretty well. I asked her about school, and she quickly started telling me about her current math work, complete with eye rolls and boredom. I decided to change the subject a little. “I know you like to tell me about math because I love math, but what’s your favorite subject?” I asked. She thought for a moment and then said, “Art.” Art was never my favorite subject. I’m not even sure I’ve passed stick figure drawing yet. “Why?” I asked. She...

read more

“What Was Thomas Thinking?”

I often think about a lesson, captured on video some years ago. Liz, a fifth-grade teacher, gave her students two-digit multiplication problems—12 × 29 and 36 × 17— and asked them to come up with strategies other than the conventional algorithm to perform the calculation. For 12 × 29, Jemea thought about twelve 30s and then subtracted 1 for each of 12 groups. 360 – 12 = 348. For 36 × 17, Duane thought of 36 bowls, each holding 17 cotton balls. Ten bowls hold 170 cotton balls, and there are...

read more

Incomplete, inarticulate, ill-formed, incorrect: Brilliant!

Over the last decade, much of my work has been focused on mathematical argument in the elementary classroom. Observing in our collaborating classrooms, I was struck again and again by how teachers supported students to build on each other’s incomplete ideas. Constructing a mathematical argument is difficult and challenging for elementary students and, therefore, necessarily collaborative. When students are learning what it means to make an argument, not just about the solution to a single...

read more

Subscribe to Blog via Email