For the Math Fair myself and my partner Kim Burrage facilitated the Double Dozen problem. This mathematical problem uses a deck of cards (where the face cards and aces are removed) and asks the student to create a mathematical sentence that equals 24. The student can use any or all of the four cards dealt and they can use any or all of: Addition, Subtraction, Multiplication or Division to design their sentence. The mathematical problem was to use a limited set of numbers and any operation(s) to find a way to make the numbers equal 24.
I think this problem caused a few of my classmates to feel uncomfortable. I believe they felt this way because they were forced to think on-the-spot and probably felt rushed for not knowing how to solve it right away. A few tried one round but were reluctant to keep going which was also most likely related to feeling "stupid" for not knowing their times tables or how to create a satisfying solution.
I noticed that many of the students were saying "Oh no, I'm not good at mental math" when really they had hardly given it much effort. The same thing occurred with guessing or trying out an answer, if the student found they were wrong, they seemed embarrassed and mumbled a similar response. I think this might speak for the way we were brought up to think of math; "if you can't get an answer quickly, you're not very good at math" or thinking that you always have to be right.
Due to the fact that our problem was so simplistic, there was not a whole lot to actually do, other than explain the game. If I were to do this very task again (and I hope to!) I would be sure to give the students more reassurance. Even though I did say things like: "take your time" or "it's okay, sometimes it isn't very easy" I feel like I could have given more reassuring feedback to explain that it takes time to manipulate your thoughts and try your answers.
When circulating the fair I realized that everyone has a different way of thinking of things. Everyone's perspective on one problem will be different than my own. When I was at one table, for example, Vicky mentioned as I was completing a puzzle that I was going about it a completely different way than other people- it made me feel smart to think that I can still get to the same solution but just by thinking about it differently. It made me feel special..in a good way!
What I loved most was seeing and experiencing what it feels like to figure something out. That pinnacle of success is such a rewarding feeling. On multiple occasions I squealed loudly (sorry everyone!) in excitement that I had figured out a problem. It was also really great to see others finally figuring out problems- you could see the pride on everyone's faces. The most challenging part was definitely restraining myself from giving clues to the students that tried Double Dozen. It was hard when I could see a solution myself and I could tell that they were stuck in thinking about only one operation- at times I desperately wanted to say "hmm, maybe you should try..." but I'm so proud that I never! Sometimes the best way to help someone is to not help them at all...hey doesn't that sound like a proverb or something?
In every respect I loved the math fair. I really did! I think it's a great way to get students' brains processing and applying all the knowledge they've gathered throughout their mathematical lives. Every problem can be challenging and rewarding in a different way; I think all students of any age, ability or interest level would benefit from an event like this. It's a new way to make Mathematics exciting and engaging that I plan on implementing in my own classroom.
Great job everyone! :)
