I’m currently reading two books to improve my professional understanding and practice of Inquiry and Mathematics. I am so excited for Jo Boaler’s Mathematical Mindsets to meet Kath Murdoch’s The Power of Inquiry. What delicious learning! I will also be keen to observe and collect feedback from my students to see how our attitudes, skills, knowledge, understanding and action improves in Math. |

In an attempt to stay fluid I run through a quick checklist in my head of the essentials to frame a successful open inquiry. A central idea, personal connections to the concept, a guiding question, hands on materials, student choice and differentiation for content, process, product and environment. I read carefully through the outcomes and content points in the curriculum, gather my materials and dive into the Constructing Meaning stage of our three-part Math inquiry with Transferring Meaning and Applying With Understanding to follow. |

We begin by anchoring our inquiry around the central idea, “The base 10 place value system extends infinitely in two directions.” To prepare for how Maths is learnt, we will proceed through the inquiry by students “doing” the following types of learning engagements at each stage of the inquiry: | 1. Constructing Meaning: modelling2. Transferring Meaning: ordering, reading and representing3. Applying With Understanding: Where do I use integers? |

We immediately follow with a question that invites personal connection with the content, “Where have I seen negative numbers in my life?” I call this brain rain because it reminds me of the sound of the first few slow drops of rain before the heavens open up and it gushes down in a loud outpour. One student bravely but quietly offers one idea and the whoosh the discussion erupts and I can’t keep up the recording of their wonderful personal connections. | Temperature Dials Number lines Ruler Dice Receipts News Finance Sat Nav Boating Movies TV Shows | Sea Level Swimming Diving Submarine Calculators Graphs Compass Degrees Thermometer Decimals Percentages Fish Finders |

What dice they choose either single digit dice, double digit dice, large integers formed from dice in expanded form or moving beyond whole numbers to work with decimals formed from dice in expanded form (Content) What tools they use choosing finger counting (read Jo Boaler’s article Why Kids Should Use Their Fingers in Math Class about what neuroscience research supports), calculators, regular or e-whiteboards (Process) How they learn such as co-discovery or a competitive game (Process) How they model and record by either physically placing items on created number lines, using a paper/digital record or through conversation (Product) Where they work in the room whether it is the table, soft furnishing or on the floor (Environment) Who they work with choosing individual, partnerships or a group (Environment) |

Students selected and rolled 20-sided die to find a starting positive integer. They rolled a 6-sided die to subtract until they passed zero. They used a number line and calculator for support and checking of accuracy. | Students selected and rolled a 20-sided die to establish a starting positive integer and an ending negative integer. They rolled a 6-sided die to subtract and kept score with agreed points for first past zero, landing on zero and reaching the target negative integer. They agreed on jobs and took turns using calculators if they needed to check mental visualisations. |

Students determine which integer will be negative or positive by rolling a +- die or flipping a two-coloured counter. Students order their positive and negative integers on a number line where zero is marked by a pencil or piece of paper. The students on the right chose 12-sided dice and the students above chose expanded-form dice that produce large integers. |

These students used a Maths dictionary to revise how a number line worked. They created a number line out of two rulers, selected 20-sided dice, used a two-coloured counter to determine which die was positive or negative and marked zero with a handy paint brush. They have placed the negative dice accurately aligning the numbers of the ruler with each die value, however, they've faced a creative problem with using a second ruler with positive numbers descending from 30 after zero. They are ready to design an accurate and useful number line for future tasks. | The students above chose to move beyond whole numbers to work with decimals that were formed from expanded-form-decimal dice. They determined if the decimal was positive or negative by rolling the +- die. They decided to go further and find the difference between their two decimal numbers and made it a competitive game where the winner had the greatest difference. |

**again. I'll have to ask her if she means**

*it**we were learning,*

**what***we were learning or both.*

**how**I hope that Kath Murdoch and Jo Boaler enjoyed their first meet as much as I did. Thank you for the springboard into learning more about Math and Inquiry...stay tuned to find more as my learning unfolds.