Math 'Play'
Prime Numbers
Working in groups of 2 to 4 people you are to write a math 'play'. The 'play' will be a
continuation of the mathematical encounter presented below. The encounter presents a
situation where a student makes an error. You are to diagnose the error, formulate a plan
for remediation, and enact the remediation.
The diagnosis will be a 1 to 2 page written explanation of what you think the
mathematical error is as well as how you think it may have formed. The remediation will
be the 'play' and should incorporate both dialogue and narrative to 'play' out the encounter
from diagnosis to remediation. This dialogue will likely begin with the probing questions
you will use to make your diagnosis.
Please note that the 'play' starts with Act 1, Scene 2 – the point at which the error is
revealed. This is not an accident. In addition to extending the mathematical encounter
presented below you are also to envision how this encounter is situated within your own
classroom. As such, you also need to write Act 1, Scene 1.
Please use this assignment as an opportunity to showcase all that your teaching could be
– keep in mind the ideas that we have discussed in class as well as the ideas presented to
you through your readings.
Act 1, Scene 2
{There is a conversation between the teacher and a student. There are 20-25 other
students in the room}
T:
S:
Why do you say that 37 is prime?
Because 2, 3, 4, 5, 6, 7, 8, and 9 don't go into it.
Math 'Play'
Repeating Pattern
Working in groups of 2 to 4 people you are to write a math 'play'. The 'play' will be a
continuation of the mathematical encounter presented below. The encounter presents a
situation where a student makes an error. You are to diagnose the error, formulate a plan
for remediation, and enact the remediation.
The diagnosis will be a 1 to 2 page written explanation of what you think the
mathematical error is as well as how you think it may have formed. The remediation will
be the 'play' and should incorporate both dialogue and narrative to 'play' out the encounter
from diagnosis to remediation. This dialogue will likely begin with the probing questions
you will use to make your diagnosis.
Please note that the 'play' starts with Act 1, Scene 2 – the point at which the error is
revealed. This is not an accident. In addition to extending the mathematical encounter
presented below you are also to envision how this encounter is situated within your own
classroom. As such, you also need to write Act 1, Scene 1.
Please use this assignment as an opportunity to showcase all that your teaching could be
– keep in mind the ideas that we have discussed in class as well as the ideas presented to
you through your readings.
Act 1, Scene 2
{There are 20-25 students in the classroom. They are working on the following
problem:
A toy train has 100 cars. The first car is red, the second is blue, the third
is yellow, the fourth is red, the fifth is blue and sixth is yellow and so on.
(a) What is the colour of the 80th car?
(b) What is the number of the last blue car?
The teacher is moving through the room observing how the students are
progressing. S/he stops and points at one student's work}
T:
S:
Why is the 80th car red?
Because the 4th car is red, and 80 is a multiple of 4.
Math 'Play'
Area
Working in groups of 2 to 4 people you are to write a math 'play'. The 'play' will be a
continuation of the mathematical encounter presented below. The encounter presents a
situation where a student makes an error. You are to diagnose the error, formulate a plan
for remediation, and enact the remediation.
The diagnosis will be a 1 to 2 page written explanation of what you think the
mathematical error is as well as how you think it may have formed. The remediation will
be the 'play' and should incorporate both dialogue and narrative to 'play' out the encounter
from diagnosis to remediation. This dialogue will likely begin with the probing questions
you will use to make your diagnosis.
Please note that the 'play' starts with Act 1, Scene 2 – the point at which the error is
revealed. This is not an accident. In addition to extending the mathematical encounter
presented below you are also to envision how this encounter is situated within your own
classroom. As such, you also need to write Act 1, Scene 1.
Please use this assignment as an opportunity to showcase all that your teaching could be
– keep in mind the ideas that we have discussed in class as well as the ideas presented to
you through your readings.
Act 1, Scene 2
{There are 20-25 students in the classroom. They are working on the following
problem:
Once upon a time there were two melon farmers; John and Bill.
John's farm was 200m by 600m and Bill's farm was 100m by
700m. Who grew the most melons?
S/he sees that the student has written:
They both grew the same amount.}