Students learn by solving real math problems, argues Dan Meyer on a wildly popular TED video, Math Class Needs a Makeover. An algebra teacher and dy/dan blogger, Meyer is now working on a doctorate in curriculum design.
Rejected as a film student, Meyer tells Ed Week about the “narrative arc” of a real-world math problem. Intead of “shark terrorizes seaside town,” it might be “how long will it take me to get to Los Angeles?”
During what he calls the “second act” of a film, the characters encounter obstacles and find out what they need to do. In a math problem, the second act involves measuring, determining a formula, or finding out what information is missing.
The third act brings the exciting conclusion — with potential for a sequel.
Textbooks label the variables, present the measurements and ask leading questions in an attempt to help students, Meyer says. That can overwhelm students.
He starts with the hook: The final question.
For example, when teaching high schoolers, Meyer uses the digital projector to display a photo of himself shooting a basketball. Meyer has doctored the photo so that it shows the ball at several different points along the trajectory, stopping at the apex. “When I put that up on the board, the premise of that problem is obvious to every student. I don’t even have to say it. ‘Will the ball go in?’ That’s what we’re all wondering,” he says.
Then Meyer asks the students to figure out what information they need to determine whether his shot will go in. The students discover they have to measure the arc and need a protractor to do so—in a way writing their own second act. A textbook would have provided this information, Meyer says. But in the real world, “When on earth do you get all the information you need before you know you need it?”
The students can then solve the problem on their own.
Then they watch the video to see if they’re right.
Meyer believes in “delegating the sense-making of math to students.”
In my day, people were always rowing against the current, which seemed like a waste of energy. Or they were trying to calculate when trains going opposite directions would pass, instead of reading the train schedule.
The single-episode program, as well as the companion website, features three short video segments designed to provide an introduction to teen-favored industries—music recording, fashion design, and video game development. . . . the professionals featured in each video offer examples of how they use mathematical knowledge as part of their creative processes.
Then comes the “challenge.” At the end of each segment, the pro gives a pair of two-student teams a specific industry-related algebraic problem to solve. The videos show the teams working through the problems and then presenting their solutions. The idea, of course, is that other students can play along in their classrooms.
The program, lesson plans and classroom activites are available at no charge at www.getthemath.org.