## [Makeover] Central Park & These Tragic “Write An Expression” Problems

July 28th, 2014 by Dan Meyer

**Previously**: [Makeover] These Tragic “Write An Expression” Problems

**tl;dr**. I made another digital math lesson in collaboration with Christopher Danielson and our friends at Desmos. It’s called Central Park and you should check out the Walkthrough.

Here are two large problems with the transition from arithmetic to algebra:

**Variables don’t make sense to students.**

We give students variable expressions like the exponential one above, which they had no hand in developing, and ask them to evaluate the expression with a number. The student says, “Ohhh-kay,” and might do it but she doesn’t know what pianos have to do with exponential equations nor does she know where any of those parameters came from. She may regard the whole experience as one of those nonsensical rites of school math which she’ll forget about as soon as she’s legally allowed.

**Variables don’t seem powerful to students.**

In school, using variables is harder than using arithmetic. But what does that difficulty buy us, except a grade and our teacher’s approval? Meanwhile, in the world, variables are responsible for anything powerful you have ever done with a computer.

Students should experience some of that power.

**One solution.**

Our attempt at solving both of those problems is Central Park. It proceeds in three phases.

*Guesses*

We ask the students to drag parking lines into a lot to make four even spaces. Students have no trouble stepping over this bar. We are making sure the main task makes sense.

*Numbers*

We transition to calculation by asking the students “What measurements would you need to figure out the exact space between the dividers?” This question prepares them to use the numbers we give them next.

Now they use arithmetic to *calculate* the space width for a given lot. They do that three times, which means they get a sense of the parts of their arithmetic that *change* (the width of the lot, the width of the parking lines) and those that *don’t* (dividing by the four lots).

This will be very helpful as we take the next big leap.

*Variables*

We give students numbers *and* variables. They can calculate the space width arithmetically again but it’ll only work for *one* lot. When they make the leap to variable equations, it works for all of them.

It works for sixteen lots at once.

Variables should make sense and make students powerful. That’s our motto for Central Park.

**2014 Jul 28**. Here is Christopher Danielson’s post about Central Park on the Desmos blog.

**Featured Comment**

In thinking further about your complaint about “Write an expression” I think what is also going on in this app is a NEEDED slowing down of the learning process. The text (and too many teachers) are quick to jump to algorithms before the students understands their nature and value. Look how long it takes to get to the concept of an appropriate expression in the app: you build to it slowly and carefully. I think this is at the heart of the kind of induction needed for genuine understanding, where the learner is helped, by scaffolding, to draw thoughtful and evidence-based conclusions; test them in a transfer setting; and learn from the feedback – i.e. the essence of what we argue understanding is in UbD.

One reason I like this activity so much is that it hits the sweet spot where “What can you do with it?” and “What does it mean?” overlap.