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Archive for the '3acts' Category

Testify

a/k/a Oh Come On, A Pokémon Go #3Act, Are You Kidding Me With This?

Karim Ani, the founder of Mathalicious, hassles me because I design problems about water tanks while Mathalicious tackles issues of greater sociological importance. Traditionalists like Barry Garelick see my 3-Act Math project as superficial multimedia whizbangery and wonder why we don’t just stick with thirty spiraled practice problems every night when that’s worked pretty well for the world so far. Basically everybody I follow on Twitter cast a disapproving eye at posts trying to turn Pokémon Go into the future of education, posts which no one will admit to having written in three months, once Pokémon Go has fallen farther out of the public eye than Angry Birds.

So this 3-Act math task is bound to disappoint everybody above. It’s a trivial question about a piece of pop culture ephemera wrapped up in multimedia whizbangery.

But I had to testify. That’s what this has always been – a testimonial – where by “this” I mean this blog, these tasks, and my career in math education to date.

I don’t care about Pokémon Go. I don’t care about multimedia. I don’t care about the sociological importance of a question.

I care about math’s power to puzzle a person and then help that person unpuzzle herself. I want my work always to testify to that power.

So when I read this article about how people were tricking their smartphones into thinking they were walking (for the sake of achievements in Pokémon Go), I was puzzled. I was curious about other objects that spin, and then about ceiling fans, and then I wondered how long a ceiling fan would have to spin before it had “walked” a necessary number of kilometers. I couldn’t resist the question.

That doesn’t mean you’ll find the question irresistible, or that I think you should. But I feel an enormous burden to testify to my curiosity. That isn’t simple.

“Math is fun,” argues mathematics professor Robert Craigen. “It takes effort to make it otherwise.” But nothing is actually like that – intrinsically interesting or uninteresting. Every last thing – pure math, applied math, your favorite movie, everything – requires humans like ourselves to testify on its behalf.

In one kind of testimonial, I’d stand in front of a class and read the article word-for-word. Then I’d work out all of this math in front of students on the board. I would circle the answer and step back.

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But everything I’ve read and experienced has taught me that this would be a lousy testimonial. My curiosity wouldn’t become anybody else’s.

Meanwhile, multimedia allows me to develop a question with students as I experienced it, to postpone helpful tools, information, and resources until they’re necessary, and to show the resolution of that question as it exists in the world itself.

I don’t care about the multimedia. I care about the testimonial. Curiosity is my project. Multimedia lets me testify on its behalf.

So why are you here? What is your project? I care much less about the specifics of your project than I care how you testify on its behalf.

I care about Talking Points much less than Elizabeth Statmore. I care about math mistakes much less than Michael Pershan. I care about elementary math education much less than Tracy Zager and Joe Schwartz. I care about equity much less than Danny Brown and identity much less than Ilana Horn. I care about pure mathematics much less than Sam Shah and Gordi Hamilton. I care about sociological importance much less than Mathalicious. I care about applications of math to art and creativity much less than Anna Weltman.

But I love how each one of them testifies on behalf of their project. When any of them takes the stand to testify, I’m locked in. They make their project my own.

Again:

Why are you here? What is your project? How do you testify on its behalf?

Related: How Do You Turn Something Interesting Into Something Challenging?

[Download the goods.]

[3ACTS] Pool Bounce

There are three steps:

  1. Invite students to try a task that is intuitive, but inefficient or inaccurate.
  2. Help them understand some math.
  3. Invite them to re-try the task and see that with math it’s more efficient and accurate.

That’s an instructional design pattern meant to help students see that the math they learn is power rather than punishment. Most instructional resources do a great job at #2, which they decorate with images of other people using that math in their lives. Some resources invite students to use the math themselves in #3. But without experiencing #1 the advantage of math may be unclear. “Why do I need to learn this stuff?” they may ask. “I could have done this by guesswork just as easily.”

We should show them the limits of guesswork.

Last week’s installment of Who Wore It Best looked at three textbooks each trying to exploit billiards as a context in geometry. None of the textbooks applied all three steps. I needed a resource that didn’t exist and I spent two days building it. Here is how it works.

Inefficient & Inaccurate

Play this video. Maybe twice.

Ask students to write down their estimates for all eight shots on this handout.

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For instance:

Some Math

Several of the textbooks simply assert the principle that the incoming angle of the pool ball is congruent to the outgoing angle. Based on Schwartz & Martin’s work on contrasting cases, I’ll offer students this page as preparation for future instruction.

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What do you notice about the reals that isn’t true about the fakes?

2016 Jul 31. Edited to add this literature review, which elaborates the positive effect of contrasting cases (and building explanations on student solutions) in more detail.

2016 Jul 31. Also, in the spirit of “you can always add, you can’t subtract,” I’m sure that before I showed all four contrasting cases and the labels “real” and “fake,” I’d show the individual cases without those labels. Students can make predictions without the labels.

Efficient & Accurate

Now that they have an introduction to the principle that the incoming angle and the outgoing angle are congruent, ask them to apply it, now with analysis instead of intuition. Have them record those calculations next to their estimates.

Then show them the answer video.

Have the students tally up the difference between their correct calculations and their correct estimates. If that isn’t a positive number, we’re in trouble, and essentially forced to admit that the math we asked them to learn isn’t actually powerful.

I’ll wager your class average is positive, though, and on the last three shots, which bank off of multiple cushions, very positive.

Because math is power, not punishment.

[Download the goods.]

2016 Jul 26. I have changed a pretty significant aspect of the problem setup after receiving feedback from Scott Farrar and Riley Eynon-Lynch. Thanks, team.

2016 Jul 26. I’ll be changing the name of this activity shortly, on request from a Chicago educator who thinks his students will read violence into the title. That makes sense to me.

2016 Jul 28. Changed to “Pool Bounce.” I am amazing at titles.

Featured Comment

Julie Wright:

I love this partly because the fake ones look fake, and students have to think about why and are given materials to test their hypothesis. You’re making students refine their intuition to include mathematical precision, which they can then use to solve the rest. I feel like this honors and builds on the knowledge they already have in a way that’s far more motivational than throwing out some big-words statement about angles of incidence and reflection.

Great #3Act Action

Please enjoy two posts from two teachers who are playing around with the Three-Act task structure.

First, John Rowe shows his students this image as a lead-in to counting problems, asking them, “Which state has more registered vehicles and how do you know?”

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(Here’s an alternate version of that image that allows students to wonder “Where do you think these license plates are from and how do you know?” Because you can always add, but you can’t subtract.)

Second, Jenn Vadnais creates a stop-motion animation that does exactly what it wants to do, which is compose a cylinder into a sphere and then decompose the sphere into doughy little cubes. How close will math take you to the actual answer?

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Go check out their posts, and keep up the great work, everybody.

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Six years ago, I released a lesson called Will It Hit The Hoop? that broke the math education Internet. (Not a big brag. It was a much smaller Internet back then.)

I think the core concept still works. First, students predict whether or not a shot goes in the hoop based on an image and intuition alone. Then they analyze the shot using quadratic modeling and update their prediction. Then they see the answer. For most students, quadratic modeling beats their intuition.

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The technology was a chore, though. Teachers had to juggle two dozen different files and distribute some of them to students. I remember loading seven Geogebra files onto student laptops using a thumb drive. That was 2010, a more innocent time.

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So here’s a version I made for the Desmos Activity Builder which you’re welcome to use. It preserves the core concept and streamlines the technology. All students need is a browser and a class code.

Six year older and maybe a couple of years wiser, I decided to add a new element. I wanted students to understand that linears are a powerful model but that power has limits. I wanted students to understand that the context dictates the model.

So I now ask students to model this data with a linear equation.

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Then I show students where the data came from and ask them to describe the implications of their linear model. (A: Their linear ball goes onwards and upwards forever.)

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And then we introduce parabolas.

Gas Station Ripoff

Here are three gas station pumps. Which ones are trying to rip you off? Can you tell just by looking?

After your students have that debate and share their reasons (expected: “the third is a ripoff because it’s moving faster”) invite your students to collect data for each pump and enter it at Desmos. Here we’re establishing a need for a graphical representation. It may reveal patterns that our eyes can’t detect.

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The third act helps clarify the underlying trends. The third pump is spinning faster, but the price and the gas still exist in a proportional relationship. The first pump, meanwhile, pumps less gas per dollar the longer it runs.

I am indebted to William G. McGowan and Sean Berg, whose NCTM 2016 session description included the words “gas pumps have been hacked,” and there went my weekend.

Their description reminded me how important it is to expose students to counter-examples of the relationships they’re studying, protecting against over-generalization. (ie. “Everything is proportional. That’s the chapter we’re in!”) I’m becoming fascinated, in general, by problems that ask students to prove that a mathematical model is broken rather than just apply a model that works.

[Download the goods.]

Featured Comment

Scott Farrar:

I’ve written before about expanding teaching to the “neighborhood” of the special case. If we always show the highlight reel, students never get appreciation for how special and how powerful the ideas are. So I like that this lesson is about finding the non-proportional “ripoff” as it stands out in contrast to the “normal/expected” proportional relationships. (Ironically I would have said that proportionality is the special case, and nonproportionality is the ‘normal’– before thinking about what we expect as consumers. ‘normal’ is all subjective!)

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