TODOS video

Posted on June 27, 2022


I didn’t get to do the webinar live, but I watched the recording of the TodosMath vimeo “My students scored 0/8! What do I do next?”

They give link to the materials at the end: .

I had a brief bit of nervousness when I feared it would be another explanation of theory and using new words to talk about random ideas, It’s not re-teaching, it’s re-engagement!!! Then they got to the actual math task — a box of candies showing nine places for candies (3 x 3 array)… and three shaded in, because the rest had been eaten.

I appreciated that yes, they had chosen a task that students would actually see and have strategies for solving. Once again they explained that normally people would go back and do more practice worksheets (so I’m thinking WHY DO WORKSHEETS FIRST??? — BUT this is about where they are right now).

Then there’s a tangent about recognizing that hey,, solving systems of equations has different paths for getting it done, which made me want to be done so I can get to my stuff and do that 😉

Now, I simply don’t understand the insistence that you can’t engage in conceptual thinking vs. rote procedural practice without things being social — but I do agree that yes, when learning is more social *and done right*, the “at risk” students are contributing and engaging, not passively praying while they do worksheets…. and then we have several more slides all about how conceptual is better than procedural.

Then the “next part” — which YES is all about NOT waiting until they get 0/8. Watch the thing 🙂 This speaker notes that the low-floor high-ceiling tasks should be done *throughout* a unit, as opposed to our too-common “okay we did that fun interactive thing, now let’s go back to doing our little worksheets!” He also stresses the idea that we *use a problem* to understand math so we can apply it all over the place, instead of *using a math thing* to answer a problem. (A challenge, tho’, since so much of math is all about test scores.)

Oh, go watch it 😉 it’s an awesome introduction to ratios and the idea that we use the same notation for part to part as part to whole. I’m now remembering the speculation in the first section that the student who said 3/9 candies were eaten may well have been following the tradition of “hey, the textbooks always want to know what fraction is shaded!”

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