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hillwolfe

Solicitation presentation to Kiwanis resulted in partnerships and financial support for our program

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Gallifreyan Academy of Bowties (aka FLL Team 4902) is based in Denver, Colorado, USA. These slides present the research and solution developed by team for the 2014 Colorado State Championship tournament to be held on Jan 17th. Please visit our web-site @ www.eechallenges.com If you are an elementary or middle school student, we would like you to play the game developed by us and provide us feedback. Click "Play Game" button on site, or visit this link: http://www.eechallenges.org/game/GameIntro.html. Adults are not barred from playing the game either, so help yourself :-) You can E-mail us the feedback at gabcademy@gmail.com

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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