Nowa Techie

Recap of the previous MLR discussions: We have reached the halfway point in the series of Mathematical Language Routines (MLRs). So far, we have explored MLR 1: “Stronger and Clearer Each Time,” where the focus was on enhancing understanding and communication skills through the use of the “Convince Me That” technique. This was followed by MLR 2: “Collect and Display,” which aimed at expanding students’ academic vocabulary. MLR 3: “Critique, Correct, Clarify” was centered around improving both oral and written skills, utilizing the EduProtocol Nacho Problem. Now, let’s introduce MLR 4: “Information Gap,” a personal favorite, which promotes collaborative work and helps students identify critical information necessary for solving word problems. This routine plays a vital role in fostering meaningful interactions and communication in the realm of mathematics.

One of the biggest issues in math classrooms is the challenge of word problems, also known as story problems. These problems require students to go through multiple steps, including reading comprehension, deciphering the question, creating a plan, and solving the problem. However, students often struggle with knowing how to use the given information and which details are relevant to the solution.

To address this problem, Information Gap tasks have been developed to help students navigate this challenge. In these tasks, students are divided into two groups: one group has the data card, while the other group has the problem card.

The group with the problem card reads the problem silently and asks the group with the data card for the information necessary to solve the problem. It’s important that neither group shows their cards to the other. Before sharing the information, the group with the data card asks the problem group why they need that specific information. This process encourages the problem group to justify their reasoning and ensures that they have thoroughly thought out the solution process.

This collaborative process continues until all the required information is obtained. Once both groups have shared their cards, they can work together to solve the problem. The goal of this approach is to create a need for students to communicate and collaborate, as this type of task cannot be accomplished alone.

When starting this process, it is beneficial to demonstrate it to the class. Initially, I present the problem card to the entire class while holding the data card myself. I then instruct students to work in pairs and determine what information they need. They are encouraged to formulate questions to obtain the necessary information and provide a rationale for why they need it. I repeat this process several times until the entire class understands their roles. Gradually, I reduce the group size over time until they are working in pairs to complete this task. This routine helps students to slow down and approach their thinking more deliberately.

In summary, Information Gap tasks are designed to promote collaboration and problem-solving skills among students. By requiring them to share different pieces of information both orally and visually, these tasks facilitate effective communication and enhance their ability to work together towards a solution.

In the upcoming post, we will delve into MLR 5: Co-craft questions, where we explore how 8 P*Arts meets Word Problems, 3-Act Math Task, and Emoji Word Probz perfectly align with this approach. Join us in the next installment of the series to discover exciting examples and techniques that will surely ignite your interest and leave you eager to come back for more. Stay tuned!