In this interview with Craig Barton, author of Reflect, Expect, Check, Explain: Sequences and behavior to enable mathematical thinking in the classroom (John Catt Educational), find out about his interpretation of the variation theory. It’s an idea of mathematics that holds essential parts of concepts, ideas, and examples constant while changing only specific parts. Then, in the classroom, the teacher draws student attention to those changes, impacting the outcome.
A few years ago, Barton began reading all he could on variation theory, and started to write sequences of questions, launched a website, and started talking about the concept. Much to his fascination, he experienced an initial backlash as some teachers found his theories “too reliant on common sense” and unhappy with some of his interpretations. Instead of trying to convince educators that he was right, Barton concentrated on the clarity of the message and concept that eventually led to his recent book.
In this interview, Barton examines the motivation behind math learning and the surprising realization that teaching kids in a way that makes them feel successful can be the most motivating of all. While listening to the interview, think of teaching methods that you have found useful and then consider the following questions:
• What do you think of the variety of motivation tactics used in the classroom? Is there an over-emphasis on the knowledgeable and “highly able” students that naturally thrive in mathematics?
• Are engaging activities as effective as they can be? Do you notice certain teaching methods that make students feel successful and thus drive learning outside their comfort zones?
• Are you instituting key student practicing or routines, in a way that enables them to think mathematically while building competency and fluency, without becoming dull and uninspiring? Instead of unrelated mathematical questions, are there practice methods used that string together a sequence of questions for a broader relational concept?
• How can we draw out the beauty of relationships inside mathematics so that every child has the opportunity to appreciate them? How can teachers help the mathematically reluctant become more inspired?
Learn more about Craig Barton’s book, Reflect, Expect, Check, Explain, and more great John Catt Educational publications, by visiting us.johncattbookshop.com
- TES News – Boys overestimate their maths ability more than girls
- The Guardian – Did you solve it? The enduring appeal of Venn diagrams
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