- Year 2024
- NSF Award #1950329
- Registration Noyce Scholar/Teaching Fellow/Master Teacher
- Role Teaching Fellow
- First Name Jessica
- Last Name Hom
- Discipline Mathematics
- Institution Santa Clara University
Abstract
To foster stronger connections with their students and inspire joy while engaging in mathematics, educators can incorporate play-based math tasks into their mathematics classrooms. We have focused on incorporating play into math classrooms to support creativity, risk-taking, and collaboration (Su, 2000). Play-based math tasks are more open-ended and allow for multiple strategies, which both encourages students to be more willing to take risks and supports teachers to better elicit student ideas. This can elevate students’ status and confidence, support students who have historically been excluded from mathematics, and empower all students to develop positive mathematics identities. Play-based math activities also support learning mathematics content, while also promoting engagement in CCSS Mathematical Practice. We will share the different ways we embedded play into our math classrooms, such as facilitating Julia Robinson Math game-like activities (see jrmf.org) and playing various math games (e.g., SET, Nerdle, Mathler). During these play-based math tasks, students work collaboratively to develop strategies and explore a diverse range of ideas. We will share how students engaged in these play-based math tasks, grew from their mistakes, and continue to build confidence in math. Through thoughtful questioning, educators elicited responses that explored students’ reasoning and opened meaningful dialogues that nurtured the teacher-student relationship and cultivated trust.
Focus
STEM content and/or convergent skills development, Developing self-identity, Managing high-need classrooms/building trust for all students
