Yep, you read correctly. We’ve been learning the writing process–mainly in regards to our work in Writers’ Workshop–but also in math!
A few years ago, when our school started working with Cathy Fosnot and Mathematics in the City, I learned about how many parallels there are between communicating in mathematics and communicating in most any other setting. At the time it was kind of mind-blowing to think about how mathematicians revise and edit their work just like authors. After hearing more, and thinking it through, and then trying it with kids, it made sense.
So…as with many other things I learned about with older kids, and protocols that I know work well with any age, we’re talking about the writing process in mathematics again. In 2nd grade. 🙂
The first unit we worked through this year was about place value, and was related in many ways to money; this made sense to kiddos and helped them think through how to “trade” 1s for 10s, 10s for 100s and just how to make groups in different ways to “make” a number.
One day they were challenged to consider this story:
Kiddos worked for almost 2 math periods to figure out their answer (which was really the answer to the question of how many 10s are in 1000) and clearly share their thinking on a poster. For many, the answer of how many people was easy, the way to share their ideas not so much.
As a means of helping them know when they were “finished,” we discussed these parameters for their work:
After we had our posters finished, we were ready for our gallery walk. During a Gallery Walk, students put their posters out for other mathematicians to read and comment upon–with the goal of helping deepen mathematical thinking and help create more meaningful representations. It works much like a writing celebration, which is a great connection because all of our kiddos know how to do that. 🙂
Before we were ready to start commenting on others’ work, we needed a review of how to make effective, meaningful notes on our friends’ work. We sat for a quick refresher using this flipchart:
Then we practiced recognizing helpful comments that followed the guidelines. I gave examples and non-examples, and then we modified the ones we have given a thumbs-down (which mean they were not specific, kind or math-related).
After that, we were off to work in our gallery walk.
We did pretty great with our first walk of the year, and I’m sure kiddos brought their kindergarten and first grade knowledge with them to help as they shared their thoughts with other groups. I was impressed with how questions were used and kids were specific with what parts didn’t make sense or that they thought others could improve upon.
After adding comments, partners were given a few minutes to review what others had shared. In order to debrief and think about how to use this to help us next time, partners had to share out with the larger group one thing they would do to revise their poster to make it better (and ideally we’d have taken time to actually revise them, but we ran out of time!). Next time we are ready for a math congress and gallery walk, we’ll definitely come back to this moment and remember what we learned. 🙂