Creating Curiosities in Mathematics

Something that’s always fascinated me about Dan Meyer’s approach to creating curious mathematical learners is the carefully scaffolded approach he puts into his “any questions” activities. There’s no strict formal guidelines for adhering to rote mathematical thought, and quite often the ability of students to ask non-mathematical questions about their math problems can be just as important as the mathematical ones. If continued student engagement is essential to effective teaching, then you need more than just a teacher dredging up prior knowledge about a topic. You need learners to own their curiosity throughout a lesson.

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