Скачать или смотреть Chapter 1 of Building Thinking Classrooms Deep Dive Discussion

Get the book here -- https://amzn.to/3UN7qsH (affiliate link)

🌟 Chapter 1: What Types of Tasks We Use in a Thinking Classroom 🌟

🌟 Building a Thinking Classroom: FAQ 🌟
📘 1. What is a thinking task in mathematics? 📘
Thinking tasks in mathematics go beyond simple calculations or applying formulas. These tasks require students to grapple with problems where the solution path isn't immediately obvious, pushing them to think critically and creatively. A good thinking task presents a challenge that students want to tackle, sparking curiosity and engagement.

📚 2. Why are thinking tasks important for student learning? 📚
Thinking tasks foster deep understanding by encouraging students to reason, problem-solve, and make connections within mathematics. Unlike rote memorization or procedural drills, these tasks promote the development of flexible thinking and adaptive reasoning skills, crucial for success in higher-level mathematics and real-world applications.

🎯 3. What are the different types of thinking tasks? 🎯
Peter Liljedahl categorizes three main types of thinking tasks:

Highly Engaging Thinking Tasks: These are captivating problems that naturally draw students in and provoke deep thinking. Examples include finding the number of squares in a complex image or solving a logic puzzle with a compelling storyline.
Card Tricks: Using card tricks that involve mathematical principles can engage students and make them curious about the underlying mathematical concepts.
Numeracy Tasks: These tasks connect mathematical thinking to real-life scenarios, requiring students to apply their knowledge in practical contexts. For instance, a numeracy task could involve planning a ski trip budget, considering costs, and making decisions based on various factors.
🤔 4. How do non-curricular thinking tasks benefit students in learning mathematics? 🤔
Non-curricular tasks, while not directly tied to specific curriculum objectives, are powerful tools for developing students' thinking dispositions. They prepare students to approach curricular content with a more flexible and inquisitive mindset. Success with non-curricular tasks increases student confidence and willingness to tackle challenging mathematical concepts within the curriculum.

📋 5. Is it a problem if a thinking task doesn't align perfectly with the current curriculum objectives? 📋
Not at all! Engaging and thought-provoking tasks, even if not directly aligned with the immediate curriculum, can be highly beneficial. They encourage students to think critically and creatively, building valuable skills transferable to various mathematical concepts. While curriculum mapping is important, forcing every task to align perfectly can limit opportunities for deeper exploration and stifle student engagement.

📅 6. How can I incorporate thinking tasks into my lessons while still covering the required curriculum? 📅
Begin your lessons with a short (5-minute) thinking task, ideally a non-curricular one. This primes students for thinking and sets a positive tone for the lesson. Then transition to curricular tasks, scripting them to encourage thinking. Start by reviewing prior knowledge, posing a question that extends that knowledge, and challenging students to find the solution without explicit instructions.

🧠 7. Can students successfully solve curricular thinking tasks without being shown how first? 🧠
Yes, students can and should be given the opportunity to grapple with curricular thinking tasks independently. While initially they might find this challenging, presenting them with engaging problems and allowing them to struggle productively fosters deeper learning and a more resilient approach to problem-solving.

🔑 8. How do I ensure that students who are used to mimicking procedures will embrace thinking tasks? 🔑
Start by gradually introducing thinking tasks, building their confidence through success with non-curricular tasks first. As students experience the satisfaction of solving challenging problems independently, their reliance on mimicking will diminish. Scripting curricular tasks to activate prior knowledge and challenge students to extend that knowledge also encourages independent thinking and a shift away from rote procedural approaches.