# Grades 1-9 Math + Coding Workshop

4 October 2021, (c) George Gadanidis, Western University

# A. WHAT’S NEW?

• Coding across all grades, in algebra (and beyond)..
• Some more sophisticated mathematics.
• A focus on the beauty, aesthetics and wonder of mathematics.
• Social-emotional learning skills.

• De-streamed classes.
• Research and tell a mathematics story.

# B. BIG PICTURE – part 1

• Have students execute the code to see its output
• Ask them to alter the code to model the different intervals in the table
• Ask: how does the code do what the table does?
• Ask them to share what they understand and what they have questions about
• Have students try to answer one another’s questions
• Don’t be in a hurry to explain

#### YOU DON’T HAVE TO BE THE EXPERT

• Make “understanding” their “problem”
• For example:
• Print and post the code on a whiteboard
• Draw arrows to the parts that students are unsure about
• Students may use sticky notes to write/post descriptions of what the code sections do
• The more you explain the less they will think about it

# C. INEQUALITY PUZZLES

The following is a set of activities I did in June during virtual visits in grades 6-8 classes.

## 1. PUZZLE #1

#### 1.1

A. Alter the code to get the following output.

B. Alter the code to get the following output.

#### 1.2

Alter the code in other ways and notice the effect.

• What part of the code do you understand?
• What part of the code do you have questions about?

## 2. PUZZLE #2

#### 2.1

A. Alter the code as shown below.

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

B. Alter the code as shown below.

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

C. Alter the code to get the output shown below.

D. Alter the code as shown below. [Notice that “and” changed to “or”]

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

#### 2.2

Alter the code in other ways to get similar results.

• What else do you want to know?

## 3. PUZZLE #3

#### 3.1

A. Alter the code to get the output shown below.

B. Alter the code to get the output shown below.

#### 3.2

Alter the code in other ways and notice the effect.

• What more have you learned about about inequalities and their graphs?
• What else do you want to know?

## 4. PUZZLE #4

#### 4.1

A. Alter the code as shown below.

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

B. Alter the code as shown below.

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

C. Alter the code as shown below.

• Predict how the output will change.
• Run the code to test your prediction.
• Explain the result.

#### 4.2

Alter the code in other ways to get similar results.

• What more have you learned about inequalities and their graphs?
• What else do you want to know?

## 5. SHARE

#### 5.1

Think back to the 4 puzzles above.

• What surprised most you mathematically? Why?
• What new ideas, concepts or relationships did you better understand? Explain.

#### 5.2

Share your favourite inequality experience with family and friends.

• How will you share your experience so others may also:
• Experience mathematical surprise?
• Better understand a math idea, concept or relationship?
• What surprised you?
• What did you learn?
• What else do you want to know?
• Back in class:
• Share and discuss your sharing experience.

# D. BIG PICTURE – part 2

#### GET READY TO BE SURPRISED

• I’ve spend many, many days in grades 1-10 classrooms co-teaching with math + coding
• A common event is teachers telling me to look at a student whose engagement and understanding surprises them

• Coding models mathematics concepts & relationships dynamically
• It makes abstract ideas feel tangible
• It affords agency
• It offers a low floor and a high ceiling
• Coding has the potential to change what mathematics can be done and who can do it.

#### scratch, scratch JR, python … ?

• No all coding languages offer the same affordances.
• It’s not so much an issue of transitioning from one language to another, or from block-based to text-based.
• It’s more an issue of which language is most appropriate for the task and setting.
• Some students will need language options and extensions, and sometimes you will be surprised by which students they are.

# F. BIG PICTURE – part 3

#### DON’T TEACH CODING, TEACH MATH

• The pressure around us is to teach all kids how to code
• Mathematics education is about offering all students access to the structure, beauty and wonder of mathematics
• Coding is a great tool to think with, especially when we have good conceptual structure of the mathematics