TEACHERS BEING "SEEDS" PART THREE

TEACHERS BEING "SEEDS" PART THREE

On March 19, I attended my third Twitter Chat hosted by the Ohio Council of Teachers of Mathematics.  This chat was on Math Warm-Ups.  A warm-up can be anything a teacher uses to start the math portion of the day.  It could be an open question, a journal entry, anything.

The first question asked about whether math warm-ups or lesson starters were used.  A warm-up, in my mind, would be a transition from one content area to the other, so that students are ready to talk math. I have since learned that a warm-up is a review of the previous math topic.  A lesson starter is a way to introduce the topic that will be discussed that day.  Whatever you call them, these are great ways to start a math class.  It allows the students to focus on the day’s question/routine and begin to think in a math direction.

The second question asked the teachers to identify their favorite warm-ups/math routines.  In class this semester, we started with a warm-up.  I really enjoyed them.  I was able to think about math in another way, than just solving an equation.  Some of the warm-ups listed were Splat, Esti-Mystery, Open Questions/Numberless Equations, and math talks.   I had heard of some of them before, but not all.  I really enjoyed Splat.  Splat helps with “subitizing”, which is helpful for the primary grades.  One of my favorites is What Doesn’t Belong.  There are four pictures.  Any one of the four could be chosen as not belonging.  It allows the children to look at the pictures and determine which doesn’t belong and why.  These pictures allow for some rich conversation and allow the students to use the mathematical practice standards.  It is important for students to learn to reason.  This routine allows them to “argue” their point and critique others.

It is important for teachers to allow students to think without leading.  While certain aspects of math need to be taught and explained, students need to be allowed to think through problems and learn to reason.  These are necessary skills for later in life and higher level mathematics.

The use of the math warm-ups gives students the opportunity to think and ask questions.  These are skills that are needed as we learn to reason.  The purpose of the warm-up would not be for an answer, but for the exposure and practice.