# MATH + CODING + MAKING

#### JANETTE HUGHES (1 MIN.) MAKER APPROACHES

We have been working with math, coding and making in Ontario classrooms and in teacher professional learning settings for over 6 years.

We are excited to share these resources with you.

### SCHOOL LICENCE = \$24

With a \$4 teacher licence or a \$24 school licence, you will receive the following UNDERSTANDING MATH + CODING + MAKING resources + all updates until June 2021.

1. Math + Coding
2. Math + Making
3. Math + Coding Puzzles

### NEW CONCEPT MAPS

We are also developing concept maps to visualize how math ideas flow across the grades. The concepts are included in the above resources.

### ABOUT THE MATH + CODING RESOURCE

#### LOW FLOOR & HIGH CEILING

Lessons are designed to be accessible with minimal prerequisite knowledge (low floor) while offering students opportunities to understand and experience the beauty of important ideas of mathematics (high ceiling).

A “low floor, high ceiling” design makes Lessons accessible at various grades. For example, we have used the Lessons in the Infinity + Fractions Module in Grades 2 and 3 classrooms to cover the content of “area representations of fractions”. We have also used these Lessons in secondary school Calculus to help students understand the concepts of “infinity and limit”.

“Low floor, high ceiling” is another way of saying “differentiated instruction”.

Interestingly, the “low floor, high ceiling” idea comes from the work of Seymour Papert, who developed Logo and was a pioneer in the use of coding in mathematics learning. Papert saw coding as a set of “tools to think with”, which enabled students to exercise personal agency and offered new opportunities of what math they may access and understand.

• I wish you were here to see the kids that never do well on assessments.
• I’ve never seen that part of him. Words coming out were impressive.
• It can be challenging but a safe way to learn.

• I’m going to make my own. I’m not going to copy what’s on the screen. I’m going to do something new. Then I’ll call you and say, “Watch this!”

• It feels like there’s more space. You don’t have to do it like everyone else. It lets you go in depth.
• In regular math class, the teacher teaches you everything. But with coding you’re more independent. It’s more of a sense of accomplishment.

#### CONTEXT & CONTENT

Lessons have 2 components: (1) grade-specific content that address curriculum expectations and (2) mathematically rich contexts to help students experience content within bigger ideas of math.

Learning is about attention. Rich contexts attract student attention, leading to deeper learning and also to incidental learning (where they learn much more math that what is in their curriculum).

• My biggest leaning was about incidental learning. Coding facilitates that.
• It has made me less fearful to go beyond the curriculum. In Grade 4 you’re only supposed to learn this. Well, what’s stopping us from showing them a little bit beyond that?

#### MATH + CODING

The goal of the Lessons is not to teach coding, although, students will learn a lot of coding incidentally.

The goal of the Lessons is to teach math, with coding as a powerful tool.

Coding, used effectively, can change how students learn math and what math they learn.

• Coding extends their thinking, in a natural way.
• It freed up their ideas; students engaged with a “growth-mindset” – trying new things.

• You think: ‘I’m never going to use this.’ Then you go into coding and actually use it. It’s more like math in action.
• I like doing math with coding.
• You can’t code it unless you really understand the math part.
• It’s more of a group feeling in the atmosphere, asking questions and trying to understand.
• It has helped me with my collaboration. I’m more open to work with people.

### USING THESE RESOURCES

Depending on the needs of your students, and your teaching style, Lessons may be used in a variety of ways. For instance:

1. Pick and use Lessons that meet your students’ needs.
2. There is a sequence to the Lessons, however, use your own judgement.
3. A Lesson may be a “script” to guide the general direction of classroom teaching and learning.
4. A Lesson may be a handout for students to work on, in pairs, small groups or individually.
5. Laminated Lesson pages may be used in activity centres.
6. Lessons may serve as extensions/remediation.
7. You may share the PDF, or individual pages, with your students, in distance/online learning settings.

We have started to build support material for the Lessons.