22 thoughts on “How to Teach Math as a Social Activity”

  1. i love his compassion. He is so patient and caring. Schools and parents need to value teachers like this.

  2. This teacher needs to be training teachers around the USA.  His ability and patience to treat these children with respect and the manner in which he positions each child to succeed is repeatable.  Hat's off…

  3. I agree with both who like this and with those who say math should not be taught like this. What is shown in the video – the group activities – are all valuable exercises for all the parties: those who are observed and critiqued, those who are being helped and those who are observing and giving suggestions. The issue is: the video did NOT show how the teacher delivers direct instruction. This part – the teaching and the methodical explanation delivered in a well-thought-through manner, to ensure that full curriculum is covered over time, and that concepts are delivered in a certain order to allow a progression from smaller concepts to more complex ones – is INTEGRAL part of teaching math or any subject for that matter. The video is good for reinforcement" and 'drill and practice"" , but the 'developmental' activities sill need to be 'delivered by the teacher' and 'executed individually by the student'. Otherwise huge gaps in knowledge result.

  4. Wow fantastic! I would like to partner with schools/ teachers that use project-based teaching as the main methodology. Mine is John Dewey Higher Secondary School, Kathmandu, Nepal. Contact: [email protected]

  5. I agree with Caduzeus. This is a great idea, but can kids manipulate numbers on paper? Maybe to improve this method they could make it scientific process style. Step 1. read the problem Step 2. work it out on paper Step 3. What's above.
     My only problem with this is that it sounds like some of the stuff they made us do in math in middle school and everybody hated it because it was "stupid". But maybe that was because we didn't realize it helped us understand the concept better and we didn't have to explain it to the class in words.

  6. Has anyone noticed that these kids are in fifth grade and they are working on fractions and using blocks? Anyone think that perhaps if the MATH TEACHER simply TAUGHT MATH they may have progressed a bit further than fractions! DISGRACEFUL. Dont worry if he took the socializing component out its well covered EVERY where else in schools….when do they LEARN ACEDEMICS? oh yeah, they dont

  7. It looks like a great method and I've been thinking much about incresing social aspects of teaching, but I'm wondering about the results. How do they compare to other classes using regular methods?

    Off-topic: those kinds of math problems might be a bit arbitrary for fifth-graders. If they use blocks, I bet they all can arrive at the answer. But can they all also excel with larger numbers using pen and paper? Do they really understand the concepts or are they just adding up blocks on the table?

  8. "…because no matter what I say, or try to push… unless kids own it, it's not going to matter…" (3:45 in video context)
    Smart Kids Robotics, St. Louis, MO, utilizes similar strategies to encourage adaptive expertise and promote kids' confidence to pursue their ideas and realize their accomplishments.
    Excellent work!

  9. This is a great method of teaching. By integrating intellectual, social, and emotional cognitive skills, students can learn the way that is best for them!

  10. the level of mathematics appears several grades below where it should be for a 5th grade math class. Not every child elarns mathematcis best through group work and peer discussion

  11. Also, teaching basic multiplication like 3*4 in grade 5? In my grade 3 class, I remember having a rapidfire multiplication competition between me and another kid with the teacher showing flash cards going up to 12*12, and I won eventually. Grade 3. Kids are getting dumber every year.

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