Notice and wonder

See also: teaching-mathematics, three-acts-of-a-mathematical-story

Method for prompting students to generate and explore mathematical questions of their own choosing. An example of a mathematically-productive-tasks

Rumack and Huinker (2019, p. 396) offer the following routine

1. Getting started

   Display the prompt and read or describe it to increase student access. Set a timer for 2–5 minutes of independent think time and direct students to jot down 3 noticings and 3 wonderings.

2. Rehearsing

   Partners take turns sharing what they notice first, followed by sharing what they wonder. Teachers circulate around the room, listen to students, and encourage reluctant students to participate. 4. Whole-Class Discussion

   Elicit and chart what students have noticed without judgment, until it seems that all students have shared their thoughts. Then record what students have wondered from as many students as possible in the allotted time. 6. Decision Point

   Examine the lists with the mathematical goal in mind and decide the next steps for the lesson.

Advice

Implementation may be aided by

1. As conversation wonders away from goal, using another wondering to redirect to desired goals.
2. Ask students to identify the wonderings which "look" mathematical.
3. Use a timer.
4. Use simple, relevant photographs as prompts.

References

Rumack, A. M., & Huinker, D. (2019). Capturing Mathematical Curiosity with Notice and Wonder. Mathematics Teaching in the Middle School, 24(7), 394--399. https://doi.org/10.5951/mathteacmiddscho.24.7.0394