Flow Post:
There is no doubt that balancing a flow is quite challenging in a senior-grade mathematics class. Since we are not only going to teach them a range of different levels of knowledge, but also need to maintain or foster their interest in math.
From the short-practicum, I have observed one Math 10 Challenge class. The class is involved in solving puzzles related to the Waterloo Math Annual Contests questions. In this way, students could form a group to discuss what they have found and challenge their mathematical critical and creative thinking in some ways. Collaboration is also a way that allows them to be engaged in the class rather than feeling overwhelmed. As the video suggests, students need to be curious, without feeling pressured to get the correct answer. However, it requires a good balance between effort and persistence.
Within a state of flow, the video has emphasized to us that flow should depend on the balance of challenge and skill. However, based on the different levels of understanding and mathematical ability, optimizing for everyone is challenging. Instead, practicing this idea in each mathematical class and observing the cumulative results is essential. These actions are needed to regularly check students' motivation and help them enjoy the mathematics journey.
You’re naming something really real here — finding flow in a senior math class is a juggling act, especially when students come in with such different levels of confidence and understanding. I love your example from the Math 10 Challenge class. The way you describe students puzzling together, sharing strategies, and feeling free to try without pressure really captures the heart of what flow can look like in a classroom. You’re already noticing how collaboration can soften overwhelm and spark curiosity, which is a great teaching instinct.
ReplyDeleteI also appreciate your honesty about how hard it is to optimize flow for everyone at once. Your idea of treating flow as something that builds cumulatively over time — through small routines, ongoing check-ins, and repeated invitations to engage — shows a mature, long-view understanding of teaching.
A question to keep wondering about:
Since you’re thinking about checking in on motivation and building flow gradually, what’s one small routine or structure you could use regularly to help students feel that balance of challenge and skill — even when the class is mixed in ability?