Chapter 3 Mathematical

Inquiry Through Rich

Tasks and Classroom
Discourse
Assignment 1
1. Task Type (2-3 pages double-spaced)
• where did it originate
• what are its “rich” features
• what is its structure
• why do its proponents believe it supports student learning
• what are a couple of easy to understand examples
2. Rich Example (Patterns and/or Algebra (2022) )
• Provide a clear description of the task along with any activity pages, links to videos, or any other materials
that are provided to students.
• Provide your solution(s) to the activity. If there are multiple approaches or solutions, provide the range of
anticipated responses from students.

3. Reflection (2 pages double-spaced)

In approximately 2 pages (double-spaced), describe your engagement with doing the assignment
in relation to:
• your self assessment
• past experiences
• disposition for mathematics
• mathematical understanding
• expectations for children’s learning
Assignment 1 Submission-eClass

Name your file

Your name-EDEL 316 Assignment 1
Word file
Traditional Approach to Teaching
Math
How has the math curriculum
changed?
(April 5, 2022)
How has the math curriculum
changed?
Rich Tasks‐Problem
Solving
Think mathematically

• trying many examples,

• work systematically
• look for patterns
• formulate conjectures
• try to understand ‘why’ (i.e., generalize)
Why Mathematical
Inquiry
Cultivating a disposition of inquiry prompts students to keep questioning, expand their
understanding, make new connections, and essentially “learn how to learn.” (Van de
Walle et al., 2021, p. 36)

Regardless of the context, inquiry is seen as a non‐linear , often cyclical process

[recursive process] that begins with an initial focus, such as question, problem, prompt,
topic, or task. (Van de Walle et al., 2021, p. 36)

Our knowing is always changing, incomplete, situated in context, and interconnected.

Knowing is not located within individuals, but arises in interactions and is distributed
across people‐suggesting that we do not all have to know the same things in the same
ways (Davis, Summara, & Luce‐Kapler, 2008) (as cited in Van de Walle et al., 2022, p. 36)
The Process of Mathematical Inquiry
Inquiry‐based learning and teaching take into account the doing of mathematics
of individual learners, the discourse and interaction patterns and routines of a
whole class, and the disposition of thinking mathematically. (Van de Walle et al.,
2021, p. 36)

[P]rovide a task that leads itself to different ways of thinking and allows students
to approach the problem in a way that makes the most sense and is best
supported by their own reasoning. (Van de Walle et al., 2022, p. 38)
 Rich
Tasks
 High levels of cognitive demand
Levels of cognitive demand
 Variable entry and exit points
have variable entry points, meaning that the task can be
approached in a variety of ways and has varying degress of
challenge within it (Simmt, 2001) ( as cited in Van de Walle
et al., 2021, p. 44)
 Relevant contexts
Draw the learner into the mathematics (Van de Walle et al.,
2022, p. 45)
Creating a Culture of
Mathematical Inquiry Through
Classroom Discourse
 Encourage student‐student dialogue
 Encourage students to ask questions
 Ask follow‐up questions
 Find opportunities for all students to participate
 Demonstrate that it is okay to be confused
 Promote conceptually based explanations (Van de
Walle et al., 2022, p.54)
Rich Task-Peer Feedback
• Share what you have done so far for your task
• Ask your group what you would like feedback on or help with
• Review the criteria (Rubric) for the rich task together
• Use the rubric to review each other’s task
Next Class
Pattern Blocks (concrete or virtual)