How does this relate to teaching mathematics? This week’s readings looked at blending teaching and assessment, and exploring concepts of probability. I appreciated the section in Chapter 22 that promoted incorporating experiments and simulations in math lessons because they “model real-world problems” and “help students understand probability in more depth than students who do not engage in doing experiments “ (456). In my PSII, I had the chance to be part of a numeracy class. The students played card and dice games that asked them to add, subtract, multiply and divide, and the principal said our class was among the students’ favourites. I do not think the class would have had the same response if they did worksheets after worksheets. Students “doing” hands-on mathematics not only improves engagement, but learning.
Chapter 5 provided plenty of assessment ideas. Assessment of learning can be so much more than a teacher-created test. As an ELA major, I really like the suggestion of having students write a mathematics autobiography where students share their experiences in mathematics outside of school (72). In my PSII, we opened every Monday numeracy class with the question: How did you use math this weekend? Answers included doubling recipes, figuring out movie and travelling times, and calculating tips. This is not unlike the suggestion that we see references to probability all around us from weather forecasts, investment returns, and likelihood of disease (448). Other ideas included asking students to make a game, write a picture book, integrate mathematics and art, hold a math fair, create a teaching video, and compile a portfolio. (74-5). These are unique ways for students to show what they know to the teacher — and an audience. Open the math fair to the community. Post the teaching video on YouTube. Read the picture book to younger classes. Like Jessi, students will be elated because someone thinks that their “thoughts are important enough to share with other people.”
Assessment is much more than students calculating the correct answer to a question. Do not forget to look at students’ attitudes towards mathematics, ability to engage with and persevere in the face of challenging tasks, levels of curiosity, and extent to which they view themselves as learners who are able to monitor their own learning (67). This sounds like a lot of work, but the teacher does not need to work alone. Peer assessment is one option. Again, this gives students an audience for their work, even if it for formative assessment. Meanwhile, assessment as learning is done by the students themselves, not to them or for them (65). Self-monitoring and self-regulation puts students in the drivers’ seat. They actively reflect and assess their own work, and decide on future directions for learning (65). I believe this makes them active participants in their learning.