Math Recess: Getting Ready For Chats and Book Studies

While Chris and I are smack dab in the middle of our 50’s, we remain eternally youthful and wide-eyed due to our unbridled affection for all things mathematics. Music and beer are up there as well…:)

We also want to change the world of math education in no uncertain terms or conditions. Our book is a heartfelt amalgam to these things.

So we are also quite overwhelmed at the interest in the chats and book studies that have popped up on social media. We can only imagine the many reflections and actions that might come about this spring/summer.

The reason for this article is that one of the chats, organized by Lesa Haney, asked if we could do a Twitter chat on May 15 prior to the official start — to maybe just begin some initial thoughts/ideas about Math Recess.

Questions

What kind of emotion did the title of book stir in you the most?

Did you assume any particular grade level because of the title?

What was your experience in learning mathematics?

Have you shared those stories with your students?

Do you believe that we put too much pressure on understanding ideas in math right away?

The last chapter is called “Why Can’t We Be Friends?”. Without reading it, what do you think is implied here?

What elements of the book are easily actionable in today’s classroom?

What elements of the book are currently not actionable?

There is some challenging mathematics later in the book. Does that excite you or make you anxious?

Why and when do children start getting anxious about mathematics?

How is this correlated with curiosity?

Chris and I are sure that there are many other questions that can be introduced at this time. Since some of you have already started the book, maybe your answers to these are more pointed and assured now — or, they just might spark even more questions. All good!

There is one big idea that didn’t make the book. And, to be honest, I only thought about it after the book had been sent to publication. That is that one of mathematics’ greatest and most underrated gift is “Stillness” — coming to a dead end of solving a problem. It seems contradictory, that “no success” could be something celebrated. But, in a society that move too fast, mathematics not only gives us a chance to slow down, it gives a chance — often, if we care to look — to come to a halt.

Is there a mindfulness to mathematics that we can bring into our classrooms and lives in general?

We are so looking forward to interacting in and helping moderate these chats!