Why Student Disengagement Isn’t a Lost Cause

Wish your students didn't disengage as soon as it's time for maths?

Having significant learning gaps, years of struggle, wildly fluctuating hormones, poor nutrition, the weather… there are SO many reasons why students might enter maths class not ready (or interested) to learn.

Yet, that doesn’t mean the situation is a lost cause.

In this article, I want to share 3 quick ways for sparking curiosity among ALL learners. These are strategies you can-

• integrate into your existing pedagogical toolkit,
• use to reframe (not replace) a task, and
• use – and re-use – across many lessons.

Here they are-

1. Present a controversy

So often, maths is seen as unemotional and full of rules to be unquestionably accepted.

Present a controversial idea or mystery to be explored & students will start to see that their ideas & conjectures actually matter.

Each of these examples show different prompts you can use to generate mathematical controversy.

Example 1. Is it even possible…?

Target Number is a challenge that combines strategic thinking with fact and arithmetic fluency.

Build controversy by asking: Is it even possible to get to the Target Number?

Example 2. How far can you go…?

This paper folding challenge invites students to fold a sheet of paper into smaller and smaller parts. It combines algorithmic thinking (what is often an abstract idea) with physical movement.

Build controversy by asking: How many times do you think you could fold this piece of paper into halves and thirds – really?

Example 3. Do you think this ALWAYS works?

Difficult percentage calculations can be made easier using this neat trick. It's a tempting rule to follow!

Build controversy by asking: Do you think this ALWAYS works?

2. Set a challenge

Students aren't afraid of hard work – they're afraid of looking dumb.

Meaningful challenges are those that-

• have an accessible entry point
• you share an enthusiasm about
• have an end that seems possible to reach.

Each of these examples show different prompts you can use to set a meaningful challenge for your students.

Example 1. Can you find a shortcut?

At first glance, this Addition Puzzle looks hefty. Some students might roll up their sleeves and start adding and adding, and adding. But by looking carefully, they might notice a shorter path to the total.

Set a challenge by asking: Can you work out the total, WITHOUT adding all the numbers?

Example 2. Can you beat me?

There's something immediately appealing about games that are quick to learn – especially, when it's not just a matter of luck who wins. Taking Matches is a perfect example.

Set a challenge by asking: Here's a game that's quick to learn… BUT can you work out how to beat me?!

Example 3. Is it even possible…?

Ok, so I've cheated and listed this prompt twice. But, it's a powerful one for setting students up with a challenge.

The prompt works particularly well when the maths involved seems simple enough (i.e. the entry-point is low), yet the answer isn't obvious.

Set a challenge by asking: Is it even possible to solve this squares puzzle?

3. Invite observation

Make it easy for students to get involved in a lesson.

Inviting observations is low stakes involvement and helps students get a foot in the door – it DOESN'T ask for answers, reasons or strategies (all of which are higher stakes).

Each of these examples show prompts you can use to set to help your students get involved.

Example 1. What do you notice?

Simply asking students what they notice is a way of communicating that their ideas matter and that, in this situation, there's no ‘correct' or ‘incorrect' answer.

Invite observation by asking: What do you notice about the numbers in this line?

(NB- save the question about ‘what's special' until later)

Example 2. What's a high/low estimate?

As someone who's always struggled with making estimates that are in any way accurate, I love this prompt. It says to students: “Estimating the actual number is ridiculously hard. So, instead, let's just look at the range of possibilities”.

Invite observation by asking: What's an estimate that you KNOW is way too high? Way too low?

Example 3. What do you wonder?

Pair ‘What do you notice?' with ‘What do you wonder?', and you're sure to hear fascinating insights and ideas from your students.

‘What do you wonder’ invites your students to step into the realm of possibility. It communicates: Imagination & maths CAN go together.

Invite observation by asking: What do you wonder about the colours in this triangle tower?

Summary

Three quick ways for sparking curiosity & building engagement among ALL learners-