I recently explored an innovative instructional approach in mathematics known as ‘The thinking classroom.' This approach, inspired by a podcast featuring Peter Liljedahi, a professor of mathematics education at Simon Fraser University, encourages students to actively engage in mathematical thinking.
In a recent experiment with our Year Group 9 students, we ventured out of the traditional classroom setting. Using clinometers and trigonometry, students calculated the angle of elevation for tall objects, subsequently determining their heights. Following this hands-on experience, students were divided into groups and presented with challenging mathematical problems. Their collaborative efforts in problem-solving were truly inspiring.
Similarly, our Year Group 7 students embarked on a journey to calculate the surface area of prisms. I am delighted to share that their enthusiasm for learning was palpable. The various assumptions, creative approaches, and problem-solving strategies they employed were a delight to witness.
I am excited to announce that the 'thinking classroom' approach will become a regular part of our instructional strategy moving forward. The engaging and collaborative nature of this approach promises to further enrich our students' mathematical learning experiences.
“A secondary math facilitator at Valistus"