We all want our students to do well, so it is understandable why we want to make sure that the correct answer is out there so that students don’t form misconceptions. But, by not giving students a chance to answer we unintentionally thwart our primary goal… teaching kids how to think mathematically.
Perhaps we should extend this philosophy to every aspect of our classroom. A recent study out of Rutgers University’s Newark Urban Education Department supports this seemingly contradictive statement: “You can raise your school’s test scores by letting them struggle (even get a little frustrated) in algebra class.” (see:http://www.edutopia.org/math-underachieving-mathnext-rutgers-newark)
This article states that, "Most of the literature describes student engagement and motivation as having to do with their attitudes about math -- whether they like it or not," Schorr says. "That's different from the engagement we've found. When students are working on conceptually complex problems in a supportive environment, they do better. They report feeling frustrated, but also satisfaction, pride and a willingness to work harder next time."
And, “Since 2003, the average standardized math test scores among fourth graders in Newark schools have risen from 45 percent to 79 percent.”
As the Michigan Math Opensource textbook develops, on of our focuses is to consider the broader implications of the “wait time” concept. Ask yourself, “Am I the sage on the stage or the guide on the side?” If you find yourself being the sage on the stage a disproportionate amount of the time, you may want to consider adjusting your instructional strategies… and as you begin to use this opensource text you will find plenty of opportunity to be a guide on the side.
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