Recently I had the pleasure of observing a Vertical Math
Day at Eastview Secondary School, courtesy of Lisa Peverill, @lmpeverill. This strategy has been adopted by the Mathematics
department as one way to improve student engagement and learning. In this learning
and teaching modality:
· Students move from their desks to white or chalk boards located around the perimeter of the classroom.
· In groups of 3 or 4, students explore mathematical challenges posed by the teacher. These challenges may be common or parallel in nature.
· Groups collaborate within and across each other to construct mathematical meaning.
· The teacher alternately moves from group to group, providing individualized support as needed, occasionally directing whole class attention to highlight key learning moments.
Vertical Math has been a component of math instruction in
a variety of courses, including Grades 9 and 10 Applied as well as Grade 12
Advanced Functions and Calculus and Vectors.
Why Vertical Math?
These are the reasons cited by Alex Overwijk on his blog, a cited inspiration
for the Eastview Mathematics Department:
·
Improves visibility.
·
Allows for transfer of knowledge around the
room.
·
Non-Permanent removes fear of writing.
·
Formative assessment by teacher at all times.
·
Teacher can answer questions by having students
look at others work.
Student Voice:
Vertical math ensures a high level of accountable talk! But
what do students think about learning on Vertical Math days? Here is some
excerpts from a student Google Forms survey given to a Grade 10 Applied class:
This profound impact on student engagement has drawn attention
from Mathematics Chairs across SCDSB, some of whom have been visiting Eastview
to see Vertical Math in action!
References:
SlamDunkMath, Alex Overwijk
Every Math Teacher in the World Should Do This...Right
Now!, Nathan Kraft’s Blog
No comments:
Post a Comment