Inquiry Project

A topic that has been of great importance to me since I started teaching is formative assessment in the mathematics classroom.  This inquiry project has given me an opportunity to really delve into the concerns, positive aspects and specific strategies.  My paper can be found at the following website:

http://formativeassessmentmathclassroom.weebly.com/


Comments or criticisms are welcome!

Chapter 11: Final thoughts

Boaler (2002) makes some great concluding points in the last chapter of her book.  But ultimately she has concluded that a more open style of teaching like the project-based learning that occurred at Amber Phoenix Park is preferable to the traditional style found at Amber Hill.  She states that pedagogies “are not just vehicles for more or less knowledge, they come to define the knowledge that is produced” (p. 179). 

Ball discusses this open style of learning in her 1995 article.  She describes the role of teachers as an “interested audience to their students’ work, seeking to understand children’s projects, and offering help and advice in support” (p. 670).  However, this is the easy part of this open style of teaching.  There is a lot of planning that has to happen in order to properly implement such a program as Phoenix Park displayed.  I often wondered how they came up with all of the project ideas and how they were able to cover all prescribed curriculum outcomes.  As Boaler (2002) stated they were years developing and finding the problems that they used and had to work together as a department to ensure their successes.  Collaboration and time is something that is strongly needed to make this style of teaching a success and both are lacking in our school system.  As the Soltess (2001) from the Manitoba Education Board states, “[t]here has never been a greater need for cooperation and collaboration among teachers at all grade levels than there is now in the 21st century” (p. 1).

The need for mathematics work to fit with the everyday world should be obvious.  Students should be able to apply their learning to their surroundings, otherwise what are we teaching them the knowledge for?  However, Ball (1995) makes the point the connecting math to the surrounding world may increase interest but it lessens the access to the math knowledge for some students.  I am not sure I totally agree with her statement.  Her argument is that it may limit people who are from different backgrounds or religions.  A class that is very multicultural and dynamic would be difficult to relate real life problems to and some students would inevitably be left out.  However, if the problem was open enough students may be able to put their own personal twist on it.  In addition, as Ball (1995) herself points out, “[a]s teachers open their classrooms to the world, inviting students to engage in meaningful work, the world creeps into school” (p.670).  This may not necessarily be a bad thing.  School is also about learning the “hidden curriculum”, learning about the differences between people and how to properly react to our differences.  We need to teach our students how to survive, live, and grow in the real world.  That is what teaching is all about! 

References:

Ball, D. L.  (1995).  Transforming pedagogy:  Classrooms as mathematical communities.  A response to Timothy Lensmire and John Pryor. Harvard Educational Review, 65, 670-677.

Boaler, J.  (2002). Experiencing School Mathematics.  New York: Routledge.

Soltess, D. (2001). Grades 5 to 8 Mathematics: Classroom-based Assessment. Manitoba Education, Training and Youth.