Total 9 Posts

## Who Wore It Best: Baseball Quadratics

Every week this summer I’m posting three versions of the same real-world task. Please tell me: who wore it best?

• In what ways are they different?
• What do their differences say about their authors’ beliefs about students, learning, and math?
• Would you make changes? Which and why?

Every secondary teacher and secondary textbook author knows that parabolas are #realworld because they describe the path of projectiles subject to gravity. Forgive me. “Projectiles” are not #realworld. “Baseballs” are #realworld.

But let’s not relax simply because we’ve drawn a line between the math inside the classroom and the student’s world outside the classroom. Three different textbooks will treat that application three different ways.

Click each image for a larger version.

Version #1

Version #2

Version #3

Chris Hunter claims, “The similarities here overwhelm any differences.” That’s probably true. So let’s talk about some of those similarities and what we can do about them.

My Least Favorite Phrase in Any Math Textbook

They each include the phrase “is modeled by,” which is perhaps my least favorite phrase in any math textbook. Whenever you see that phrase, you know it is preceded by some kind of real world phenomenon and proceeded by some kind of algebraic representation of that phenomenon, a representation that’s often incomprehensible and likely a lie. eg. The quartic equation that models snowboarding participation. No.

Chris Hunter notes that the equations “come from nowhere” and seem like “magic.” True.

@dmcimato and John Rowe point out that what normal people wonder about baseball and what these curriculum authors wonder about baseball are not at all the same thing.

That isn’t necessarily a problem. Maybe we think we should ask the authors’ questions anyway. As John Mason wrote in a comment on this very blog on the day that I now refer to around the house as John Mason Wrote a Comment on My Blog Day:

Schools as institutions are responsible for bringing students into contact with ideas, ways of thinking, perceiving etc. that they might not encounter if left to their own devices.

But these questions are really strange and feel exploitative. If we’re going to use, rather than exploit, baseball as a context for parabolic motion, let’s ask a question like: “Will the ball go over the fence?”

And let’s acknowledge that during the game no baseball player will perform any of those calculations. This is not job-world math. So the pitch I’d like to make to students (heh) is that, yes, your intuition will serve you pretty well when it comes to answering both of those questions above, but calculations will serve you even better.

Ethan Weker suggests using a video, or some other visual. I think this is wise, not because “kids like YouTubes,” but because it’s easier to access our intuition when we see a ball sailing through the air than when we see an equation describing the same motion.

Here’s what I mean. Guess which of these baseballs clears the fence:

Now guess which of these baseballs clears the fence:

They’re different representations of the same baseballs – equations and visuals – but your intuition is more accessible with the visuals.

We can ask students to solve by graphing or, if we’d like them to use the equations, we can crop out the fence. If we’d like students to work with time instead of position, we can add an outfielder and ask, “Will the outfielder catch the ball before it hits the ground?”

This has turned into more of a Makeover Monday than a Who Wore It Best Wednesday and I shall try in the future to select examples of problems that differ in more significant ways than these. Regardless, I love how our existing curricula offer us so many interesting insights into mathematics, learning, and curriculum design.

Featured Comment

I’ll throw ours into the ring: In which MLB park is it hardest to hit a home run?

## What the PISA Results Really Say About Pure and Applied Math

The Hechinger Report asks, “Is it better to teach pure math instead of applied math?”:

In the report, “Equations and Inequalities: Making Mathematics Accessible to All,” published on June 20, 2016, researchers looked at math instruction in 64 countries and regions around the world, and found that the difference between the math scores of 15-year-old students who were the most exposed to pure math tasks and those who were least exposed was the equivalent of almost two years of education.

The people you’d imagine would crow about these findings are, indeed, crowing about them. If I were the sort of person inclined to ignore differences between correlation and causation, I might take from this study that “applied math is bad for children.” A less partisan reading would notice that OECD didn’t attempt to control the pure math group for exposure to applied math. We’d expect students who have had exposure to both to have a better shot at transferring their skills to new problems on PISA. Students who have only learned skills in one concrete context often don’t recognize when new concrete contexts ask for those exact same skills.

If you wanted to conclude that “applied math is worse for children than pure math” you’d need a study where participants were assigned to groups where they only received those kinds of instruction. That isn’t the study we have.

The OECD’s own interpretations are much more modest and will surprise very few onlookers:

• “This suggests that simply including some references to the real-world in mathematics instruction does not automatically transform a routine task into a good problem” (p. 14).
• “Grounding mathematics using concrete contexts can thus potentially limit its applicability to similar situations in which just the surface details are changed, particularly for low-performers” (p. 58).

BTW. I was asked about the report on Twitter, probably because I’m seen as someone who is super enthusiastic about applied math. I am that, but I’m also super enthusiastic about pure math, and I responded that I don’t tend to find categories like “pure” and “applied” math all that helpful. I try to wonder instead, what kind of cognitive and social work are students doing in those contexts?

BTW. Awhile back I wrote that, “At a time when everybody seems to have an opinion or a comment [about mathematics education], it’s really hard for me to locate NCTM’s opinion or comment.” So credit where it’s due: it was nice to see NCTM Past President Diane Briars pop up in the article for an extended response.

Featured Comment:

What is often overlooked in these kind of studies is the students who are enrolled in the various courses. The correlation between pure math courses and higher level math exists because higher achieving students are placed in the pure math classes, while lower performing students are placed in applied math.

Same thing is true for studies that claim that students who take calculus are the most likely to succeed in college. No duh! That is because those who are most likely to succeed in college take calculus.

The course work does not cause the discrepancy, the discrepancy determines the course work.

## Unsolved Math Problems at Every Grade K-12

The internet has failed me.

In spite of following 150 creative math teachers on Twitter and subscribing to 750 creative math teacher blogs (including one blog that’s dedicated exclusively to creative math), I’m only now learning about Gordon Hamilton’s Unsolved K-12 Project. It’s creative. It’s math. It’s almost three years old!

Better late than never.

See, Hamilton convened a bunch of creative math types in Banff in November 2013 to a) select unsolved math problems and b) adapt them for use at every grade in K-12. Not a simple task, and I’m enormously impressed by their results. You can watch videos introducing the problems at this page or read about them in these slides.

Here are two of my favorites. (Click for larger.)

These two problems have the capacity to develop fluency just as well as any worksheet or worksite. In working out their solutions, students will perform the same operation dozens of times – subtracting whole numbers in the third grade task and calculating slope and distance in the Cartesian plane in the tenth grade task. But these problems ask students to think strategically and systematically in addition to practicing efficiently and accurately. That’s no easy feat, but Hamilton and his team pulled it off thirteen times in a row.

Related:

## Who Wore It Best: Barbie Bungee

If you tell me you’re a fan of real-world math, I know almost nothing about what goes on in your classroom. That’s because there’s enormous variation within real-world tasks. Almost as much as there is between real and “fake” tasks. (I’ve written about this before.)

This summer we’ll interrogate that thesis. Every week I’ll post three versions of the same real-world task.

Please tell me: who wore it best?

• In what ways are they different?
• What do their differences say about their authors’ beliefs about students, learning, and math?
• Would you make changes? Which and why?

We’ll begin with Barbie Bungee, a lesson which is as old as math teaching itself. (The earliest reference I found in an exhaustive #lazyweb search on Twitter was this 1993 Mathematics Teacher article. Thanks, Norma.) If you’ve never heard of it, here is a video summary from Teacher Channel.

Click each image for a larger image. Or click through for the PDF.

Version #1

Version #2

Version #3

I previewed these problems on Twitter a week ago.

A number of people noticed that Version 3 asks for a lot of literacy in addition to numeracy. “Example 3 is too wordy for me and the students that I work most closely with,” said Bridget Dunbar.

I’m sympathetic. I was initially repelled by the dense text, but several educators I respect came along and noted that Version 3 leaves a lot of room for the teacher to develop the question along with students. Andrew Morrison said that “the structure of the activity is a lot more open ended than I expected based on the amount of text I initially saw.” Paul Jorgens used some of my favorite advice to support Version 3: “You can’t subtract but you can always add,” continuing to say that “the third one seems the easiest to start thin and add as necessary.”

“A thin start.” Great description.

A number of participants in the discussion said variations on, “It depends on the student.” That seems hard to falsify. Even if it’s true with these three worksheets, though, I don’t think that advice extends to any version of this task. Some are probably just bad.

For my part, I look at each version and try to imagine the verbs, the mental work students do. In each version of the task, the work becomes formal and operational very quickly. Version 1 has students measuring precisely in its first step. Version 2 has students graphing precisely in its first step. That’s important work but once the task has been formalized like that, it’s very difficult to ask students to do informal, imprecise work, which is just as important and often more interesting.

Like wondering what kinds of questions a bungee jump operator would wonder.

Like estimating how many rubber bands would be ideal for a given bungee jumping scenario. (Bridget Dunbar with the eagle eyes: “Version 2 misses estimation while Version 1 asks for it, but at the end of all of the directions.”)

Like abstracting the world of bungee jumping into a few manageable pieces of data which we can measure and track. (eg. The temperature outside probably doesn’t matter. The number of rubber bands probably does.)

Like sketching the relationship between rubber bands and fall height before graphing it.

It’s difficult to load all of those tasks onto the same piece or pieces of paper. Perhaps impossible, as later tasks will provide the answer to earlier tasks. My ideal Barbie Bungee task (and modeling task, in general) requires a dialog between teacher and students, with the teacher adding context, questions, and help, as the situation and students require it.

Watch Twitter for next week’s preview. You should find three versions of a task and play along at home.

I had a similar reaction to Version #3: all that text. Marc often asks “Who’s doing the math?” This, like “You can always add. You can’t subtract,” rattles around my head when designing or evaluating tasks. Version #3, for all that text, probably wore it best; in both Versions 1&2, the answer to Marc’s question is “The author.”

I wonder if the “step by step” worksheets that educators can be so fond of stems from the fear that students wouldn’t know what to do to solve the problem or from the idea that teachers have a vision for what the students’ output should look like. In versions 1 and 2, students will most likely have much cleaner products than those of version 3. I assume it’s some combination of both.

I wouldn’t say that it’s so much the case that “it depends on the student” as that it depends on the classroom culture. Teachers that have cultivated a culture of risk-taking, serious inquiry, and other habits of mind and practices that draw on the natural curiosity and need to know and understand that we all have (before it’s schooled out of us) are going to have enormous flexibility in designing or adapting tasks like this one so as to not wind up stifling individual thinking and productive struggle.

## Your GPS Is Making You Dumber, and What That Means for Teaching

Ann Shannon asks teachers to avoid “GPS-ing” their students:

When I talk about GPSing students in a mathematics class I am describing our tendency to tell students—step-by-step—how to arrive at the answer to a mathematics problem, just as a GPS device in a car tells us – step-by-step – how to arrive at some destination.

Shannon writes that when she used her GPS, “I usually arrived at my destination having learned little about my journey and with no overview of my entire route.”

True to the contested nature of education, we will now turn to someone who advocates exactly the opposite. Greg Ashman recommends novices learn new ideas and skills through explicit instruction, one facet of which is step-by-step worked examples. Ashman took up the GPS metaphor recently. He used his satellite navigation system in new environs and found himself able to re-create his route later without difficulty.

What can we do here? Shannon argues from intuition. Ashman’s study lacks a certain rigor. Luckily, researchers have actually studied what people learn and don’t learn when they use their GPS!

In a 2006 study, researchers compared two kinds of navigation. One set of participants used traditional, step-by-step GPS navigation to travel between two points in a zoo. Another group had to construct their route between those points using a map and then travel segments of that route from memory.

Afterwards, the researchers assessed the route knowledge and survey knowledge of their participants. Route knowledge helps people navigate between landmarks directly. Survey knowledge helps people understand spatial relationships between those landmarks and plan new routes. At the end of the study, the researchers found that map users had better survey knowledge than GPS users, which you might have expected, but map users outperformed the GPS users on measures of route knowledge as well.

So your GPS does an excellent job transporting you efficiently from one point to another, but a poor job helping you acquire the survey knowledge to understand the terrain and adapt to changes.

Similarly, our step-by-step instructions do an excellent job transporting students efficiently from a question to its answer, but a poor job helping them acquire the domain knowledge to understand the deep structure in a problem set and adapt old methods to new questions.

I’ll take that trade with my GPS, especially on a dull route that I travel infrequently, but that isn’t a good trade in the classroom.

The researchers explain their results from the perspective of active learning, arguing that travelers need to do something effortful and difficult while they learn in order to remember both route and survey knowledge. Designing learning for the right kind of effort and difficulty is one of the most interesting tasks in curriculum design. Too much effort and difficulty and you’ll see our travelers try to navigate a route without a GPS or a map. While blindfolded. But the GPS offers too little difficulty, with negative consequences for drivers and even worse ones for students.

2016 Jun 17. The two most common critiques of this post have been, one, that I have undervalued step-by-step instructions in math, and two, that this GPS study offers very few insights into math education. I respond to both critiques in this comment.