Browsing by Author "Pinchbeck, Geoffrey"

Now showing 1 - 4 of 4
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    Addressing the Challenge of Differentiation in Elementary Mathematics Classrooms
    (University of Calgary, 2016-05) Babb, Paulino Preciado; Metz, Martina; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
    Addressing students’ diversity of skills and knowledge for mathematics instruction has been a common challenge for teachers. This paper reports results from an innovative partnership of school district, university and curricular material developers aimed at improving mathematics instruction at elementary level. We report successful cases of lessons enacting instructional practices that engage all students in the classroom, ensure they meet expected outcomes, and challenge them with further bonuses. The cases are analyzed based on mastery of learning, with a particular focus on continual assessment during class. We also include challenges we have faced in supporting teachers as they incorporate these practices in their daily teaching.
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    Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom
    (University of Calgary, 2016-05) Sabbaghan, Soroush; Babb, Paulino Preciado; Metz, Martina; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
    Providing mathematical extensions (i.e. bonus questions) intended to evoke deep mathematical thinking after students complete assigned tasks is challenging for teachers. In this paper, we use the Variation Theory of Learning to challenge a common misconception that mathematical extensions should include many interrelated elements and impose a high cognitive load to promote deeper thinking. We present an analysis of observed extensions and provide alternative routes. Pedagogical implications for the design of mathematical extensions are presented.
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    Teachers' Awareness of Variation
    (University of Calgary, 2016-05) Metz, Martina; Babb, Paulino Preciado; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Aljarrah, Ayman; Davis, Brent; Werklund School of Education
    Here, we report on a study of teachers’ evolving awareness of how they work with patterns of variation to structure and teach mathematics lessons. We identify a number of critical features regarding teachers’ awareness of variation.
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    Transforming Mathematics Classroom Settings into Spaces of Expanding Possibilities
    (University of Calgary, 2016-05) Aljarrah, Ayman; Babb, Paulino Preciado; Metz, Martina; Sabbaghan, Soroush; Pinchbeck, Geoffrey; Davis, Brent; Werklund School of Education
    Transforming the classroom environment into a space of expanding possibilities requires learning experiences that challenge and expand learners’ understandings. Building on Metz et al’s. (2015) suggestion to structure mathematical variation in a responsive manner that keeps all students intrinsically engaged in deepening their mathematical understanding, this paper describes different forms of bonus questions generated by students, and how they were implemented.