Ever since hearing Annie Fetter talk about Notice and Wonder at the Atlantic City NCTM Regional Conference in October, I have been obsessed with the strategy. What I immediately noticed (no pun intended) was that my students didn’t notice much. Because I believe so strongly in the power of the strategy, I kept asking them to notice and it didn’t take long before they started noticing more. But…their noticings were really just scratching the mathematical surface. They were saying things like I notice numbers or I notice shapes. I wanted to stimulate deeper mathematical conversations, so I came up with an anchor chart suggesting different ways in which mathematicians notice. My list included:
Now, I encourage my students to refer to the chart and try to notice a little more deeply. For example, if a student says she notices numbers, I ask her to give us details. Are the numbers whole numbers, decimals, fractions? It’s been a big help, and it’s definitely helped increase their use of academic vocabulary. I finally turned my hand-written anchor chart into a digital version with examples of each.
Grab a free version by clicking here.
So, how do you help your students notice deeply as a mathematician and develop academic vocabulary? Please share in the comments!