1 expressing generality and the role of attention in mathematics john mason semat køge denmark...
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Expressing Generalityand the role of
Attentionin Mathematics
John MasonSEMAT
Køge DenmarkMarch 2014The Open University
Maths Dept University of OxfordDept of Education
Promoting Mathematical Thinking
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Copy & Extend
…
…
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Reproduction
Copy this shape What are you doing with your
attention?Now extend it
To this shape
Explain your choice
to someone else
Now extend it
further according to same
principle
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Notice what you do with your attention to make sense of
these ways
Count How many white squares
are there?
Notice the effect on your attention between these two
task types
In how many different ways can you count the white squares?
How did you do it?
How were you attending?
Resolución de Problemas de Final Abierto Chile 2013 p67
Count blacks and subtract Notice 6 rows of 3 blacks & 3
rows of 1 black Notice 6 columns of 3 black & 3
columns of 1 black Notice diagonal stripes of blacks Columns: 3 lots of (3 + 3 + 1)
blacks Similar for whites
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What’s The Difference?
What could be varied?
– =
First, add one to each
First, add one to the larger and subtract one from the smaller
What then would be
the difference?
What then would be
the difference?
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Triangle Count
In how many different ways might you count the triangles?
15 x 4 + 1
What are you attending to?
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Differing Sums of Products Write down four numbers in a 2
by 2 grid
Add together the products along the rows
Add together the products down the columns
Calculate the difference
Now choose different numbers so that the answer is again 2
Choose numbers so that the answer is …
45 3
7
28 + 15 = 43
20 + 21 = 41
43 – 41 = 2
Action!
Undoing the Action!
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Differing Sums of Products
Tracking Arithmetic
4x7 + 5x3
4x5 + 7x3
4x(7–5) + (5–7)x3
= (4-3)x (7–5)= 4x(7–5) – (7-5)x3
So how can an answer of 2 be guaranteed?
In how many essentially different ways can 2 be the difference?
What is special about 2?
45 3
7
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Think Of A Number (ThOAN)
Think of a number Add 2 Multiply by 3 Subtract 4 Multiply by 2 Add 2 Divide by 6 Subtract the number
you first thought of Your answer is 1
7
+ 2
3x + 6
3x + 2
6x + 4
6x + 6
+ 1
1
7
7
7
7
7
7
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Doing & Undoing
What operation undoes ‘adding 3’? What operation undoes ‘subtracting 4’? What operation undoes ‘subtracting from
7’?
What are the analogues for multiplication? What undoes ‘multiplying by 3’? What undoes ‘dividing by 4’? What undoes ‘multiplying by 3/4’?
Two different expressions! Dividing by 3/4
or Multiplying by 4 and dividing by 3 What operation undoes dividing into 12?
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Composite Doing & Undoing
I add 8 and the answer is 13.I add 8 and then multiply by 2;the answer is 26.
I add 8; multiply by 2; subtract 5;the answer is 21.I add 8; multiply by 2; subtract 5; divide by 3;the answer is 7.
What’s my number?
What’s my number?What’s my number?
What’s my number?
HOW do you turn +8, x2, -5, ÷3 answer into a solution?
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I am thinking of a number …
Generalise!
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Tabled Variations
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Raise your hand when you can see …
Something that is 3/5 of something else Something that is 2/5 of something else Something that is 2/3 of something else Something that is 5/3 of something else What other fraction-actions can you see?
How did your attention shift?
Flexibility in choice of
unit
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Raise your hand when you can see …
Something that is 1/4 – 1/5of something else
What did you have to do with your attention?
What do you do with your
attention in order to
generalise?
Did you look for something that is 1/4 of something else
and forsomething that is 1/5 of the same thing?
Common Measure
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Stepping Stones
…
…R
R+1
What needs to change so as to ‘see’ that
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SWYS
Find something that is , , , , , of something else
Find something that is of of something else
Find something that is of of something else
What is the same, and what is different?
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Consecutive Sums
Say What You See
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Diamond Multiplication
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16 27 38 49 60 71 82
13 22 31 40 49 58 67
10 17 24 31 38 45 52
7 12 17 22 27 32 37
4 7 10 13 16 19 22
Sundaram’s Grid
What number will appear in the Rth row and the Cth column?
Claim: N will appear in the table iff 2N + 1 is composite
The grid extends up and to the right by arithmetic progressions
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Two Journeys Which journey over the same distance at two
different speeds takes longer:– One in which both halves of the distance are done at
the specified speeds?– One in which both halves of the time taken are done
at the specified speeds?
distance time
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Counting Out
In a selection ‘game’ you start at the left and count forwards and backwards until you get to a specified number (say 37). Which object will you end on?
A B C D E
1 2 3 4 5
9 8 7 6
…
If that object is elimated, you start again from the ‘next’. Which object is the last one left?
10
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Set Ratios In how many different ways can you place 17
objects so that there are equal numbers of objects in each of two possibly overlapping sets?
What about requiring that there be twice as many in the left set as in the right set?
What about requiring that the ratio of the numbers in the left set to the right set is 3 : 2?
What is the largest number of objects that CANNOT be placed in the two sets in any way so that the ratio is 5 : 2?
What can be varied?
S1 S2
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Bag Reasoning Axiom: Every bean is in some bag. Axiom: There are finitely many bags. Definition: a bean b is loose in a bag B means
that although b is in B, b is not in any bag that is in B.
Must every bean be loose in some bag? How do you know?
Definition: the number of beans in bag B is the total number of beans that would be loose in bag B if all the bags within B disintegrated.
How few beans are needed in order that for k = 1, 2, …, 5, there is exactly one bag with k beans?
What is the most beans there could be? Can it be done with any number of beans
between the least and the most?
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What Do I know?
√2 (√2)2 = 2
√3 (√3)2 = 3
x2 = 2 & x > 0 => x = √2
x2 = 3 & x > 0 => x = √3
√3 – √2
X4 – 10x2 + 1 = 0 & 1 > x > 0 => x = √3 – √2√3 + √2
X4 – 10x2 + 1 = 0 & x > 1 => x = √3 + √2
(X2 – 5)2 = 24
(X2 – 5)2 = 24
?
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Covered Up Sums
Cover up one entry from each row and each column. Add up the remaining numbers.
The answer is (always) the same!
Why?
0 -2 2 -4
6 4 8 2
3 1 5 -1
1 -1 3 -3
Example of seeking invariant relationshipsExample of focusing on actions
preserving an invarianceOpportunity to generalise
Stuck? Speciali
se!
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Covered Up Sums
Opportunity to generalise
Opportunity to quantify freedom of
choice
How much freedom of choice do you have when making up your own?
a
b
c
d
e
f
ge-(a-b)
a b
e ?
a b c d
e
f
g
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Marbles 1
If Anne gives one of her marbles to John, they will have the same number of marbles.– What can you say about the number of marbles they
started with? Buses
– If one person got off the first bus and got onto the second, there would be the same number of people in both buses.
Ages– If A was one year older and B was one year younger,
then A and B would be the same age.
1/4
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Marbles 2
If Anne gives one of her marbles to John, they will have the same number of marbles;if John now gives two of his marbles to Kathy, they will have the same number.– What can you say about the relation between Anne’s
and Kathy’s marbles to start with. Buses
– If one person were to get off the first bus and onto the second, then the buses would have the same number of passengers;if two people then got off the second bus and got onto the third bus, those two buses would have the same number.
2/4
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Marbles 3
If Anne gives John one of her marbles, she will then have one more than twice as many marbles as John then has.
If John started with 12 marbles, how many did Anne start with?
Buses– If one passenger gets off the first bus and onto the
second bus, then there will be one more than twice as many passengers on the first bus as on the second.
– If the second bus started with 12 passengers, how many did the first bus start with?
3/4
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Marbles 4
If Anne gives John one of her marbles, she will then have one more than twice as many marbles as John then has.
However, if instead, John gives Anne one of his marbles, he will have one more than a third as many marbles as Anne then has.
How many marbles have they each currently? Buses!
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FrameworksDoing – Talking – Recording
(DTR)
Enactive – Iconic – Symbolic
(EIS)
See – Experience – Master(SEM)
(MGA)
Specialise … in order to locate structural
relationships …then re-Generalise for
yourself
What do I know?What do I want?
Stuck?
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Mathematical Thinking
How describe the mathematical thinking you have done so far today?
How could you incorporate that into students’ learning?
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Possibilities for Action
Trying small things and making small progress; telling colleagues
Pedagogic strategies used today Provoking mathematical thinking as happened
today Question & Prompts for Mathematical Thinking
(ATM) Group work and Individual work
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Human Psyche
ImageryAwareness (cognition)
Will
Body (enaction)
Emotions (affect)
HabitsPractices
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Three Only’s
Language Patterns& prior Skills
Imagery/Sense-of/Awareness; Connections
Different Contexts in which likely to arise;
dispositions
Techniques & Incantations
Root Questionspredispositions
Standard Confusions
& Obstacles
Only Behaviour is TrainableOnly Emotion is Harnessable
Only Awareness is Educable
Behaviour
Emotion
Awar
enes
s
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Follow Up
j.h.mason @ open.ac.uk mcs.open.ac.uk/jhm3 Presentations Questions & Prompts (ATM) Key ideas in Mathematics (OUP) Learning & Doing Mathematics (Tarquin) Thinking Mathematically (Pearson) Developing Thinking in Algebra (Sage)