Developing Rich Tasks

          As educators, how do we determine what constitutes as a rich mathematical task? Yes we are able to provide students with math problems. However, in what manner are we able to provide students with problems that supply a deeper understand of concepts?

One way educators are able to provide this understanding is through the use of rick tasks. According to the article titled What is a Mathematically Rick Task?, the author Steve Hewson suggests that "rich tasks open up mathematics. They transform the subject from a collection of memorized procedures and facts into a living, connected whole." As students are able to learn through rich mathematical tasks, they are able to delve deep into a math concept; utilizing their opportunity to use critical thinking skills as they problem solve through  questions.In addition, students will be able to generate their own ideas about solving problems that are accessible to all types of learners. They will be extending their knowledge as students participate in mathematical reasoning with their peers. 

          To follow, this week's in-class activities focused on further developing strategies from which to create rich tasks for mathematical concepts. There are many factors to consider when deciding whether or not a problem is a rich task. When creating a rich mathematical task, there are several factors to consider: 
1) Making real-life tasks
2) Having multiple approaches and representations
3) Collaboration and discussion (reasoning)
4) Having opportunities for extension
5) Students being engaged as they explore their curiosity and creativity
6) Making the task ACCESSIBLE TO ALL LEARNERS

Having a balance of these elements will help to create an all rounded, well-structured rich task. Let's take a look at the following problem:

Pagliaro, T. 2017

In this problem, students will be able to to approach the question from any angle they please based on how they interpret the problem. Another benefit to this problem is the element of using manipulatives. Students will be able to visualize the diagram by trying create the different combination of cubes. Through the use of the cubes, students are able to connect to the question and have the opportunity to extend their knowledge; and most importantly is accessible to all learners. Through these aspects, the problem proves to be a rich task. However, one way in which the task could be further developed into a rich task is my giving the problem the aspect of real-life. Although it uses manipulatives (cubes), I believe educators would be able to change the wording of the problem in order to allude to a real-life task. Therefore, this will make it a more rich task.

          To wrap up this week, the third webinar took place focusing on differentiation in the classroom. Through our conversations, it gave me great perspective on the importance of this area when teaching. The best place to see differentiation in action is in the classroom. During my time at placement, I was able to see firsthand the variety of learners in a classroom; and their varying needs. In my placement class, most issues involved modifications for writing assignments. For these students, they were able to type out their writing assignment on iPads; most of the time with teacher assistance. In a math setting, students were able to use manipulatives and labelled diagrams to help as they learned new concepts. Differentiating allows all students to access their learning in a way that extends their knowledge as they grasp a deeper understanding of concepts. 

          Overall, it is of great importance for educators to tailor their teaching style to the needs of their students. As one gets to know their students, they will be able to create rich mathematical tasks that are accessible to all learners. These tasks will allow their students to extend their knowledge and retain a deeper understanding of concepts that they will be able to apply outside of a classroom setting. Please explore the following link for more resources on differentiating in a math classroom:

https://www.prodigygame.com/blog/differentiated-instruction-strategies-examples-download/


Comments

  1. Unknown1 October 2017 at 18:17

    Hey Teresa! Great post this week you really uncaptured everything we covered in class and brought in where you saw DI in your placement. I also found myself highlighting important aspects from the article this week and felt they were filled with great knowledge on rich tasks and provided more of an inside on their importance, and how we can implement them. The 6 factors to consider when creating rich tasks is something we as future educators will keep in mind and think about when creating lesson plans for a variety of subject areas. I like the problem you also added to your blog this week it is a great mind on activity that can be given to the students, can help with perimeter, volume and area in geometry and measurement units. Your added resource has great ideas for implementing DI into the classroom and was s resource that my partner and I used when exploring for our webinar. Thanks for the post!

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