Tracking our Conversations
Each time we, as a class community, had conversations about unpacking problem posing we used the board to map our conversation. The maps from four conversations are included here. I use these maps to provide evidence about how the group was thinking about problem posing. We used them as a class to keep track of our thinking and ideas about problem posing. You can look to see for yourself and see what you think students were considering.
Day 1 - students generate a list of what they noticed about one class session - the focus was not on problem posing. The students generated quite a range, some detailed and some very general, some pertaining to mathematics and some not.
Day 2 - students use the same common video as day 1, a video they know well, and focus specifically on problem posing. We re-watch the video focusing just on problem posing. The list of what they noticed is short, uses some language that needs unpacking, and is general in nature. In re-watching they notice how the teacher focuses on a key mathematical idea in unpacking the problem.
Day 3 - students use two QUEST sites (Hurley and Lampkin). We created a list of what they noticed. They had little to say. I had to work hard to get them to talk about the problem posing they watched. I asked many questions and prompted them using specifics from what i knew was in what they had watched. this was the students first engagement with the sites and it was in pairs in the computer lab.
Day 4 - students revisited the Quest sites at home. they also began to look at problem posing in their student teaching assignments. Here students had much to say. The conversation was lively and involved multiple participants engaging with each other. The students did provide details but wanted to move to general ideas quickly. I used my prompting to push for unpacking of the details of practice. We organized the conversation after we had all of what was said all over the board.