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No Longer One Size Fits All

Math Personas for Differentiation

The program of studies or curriculum is designed to be the road plan for a year in any given grade in any given subject.  What differentiates mathematics from most other subjects is that each new year brings just an expansion of a topic not a new topic.  To make things more complicated it requires students to have mastered the previous years’ work to be successful in the present year.  Science, Social Studies and Language Arts, while requiring basic skills to transfer, require little knowledge of the previous years’ specific learning outcomes to be successful in the present year.  For example, you could have missed a unit on interactions and ecosystems in grade 7 and still be able to master the unit on the periodic table in grade 9.  However, you cannot miss adding and subtracting fractions and expect to master order of operations with fractional values.  The math curriculum is set up with the theory that all students arrive in a specific grade with the skills from the previous year mastered.  However, this is not the case at all.  There are so many factors affecting what skills a student arrives with. 

 

There are too many possible configurations to create individualized programs for all 100 of my seventh graders.  To this end, I have for the last 4 years worked with three personas when I design work for my classroom.  I modelled my personas after the idea that video games recognize that they have different users and allow users to select a level of play to allow them to be successful but not bored, the exact concept I want for my math classroom.  The three levels or personas that I use are that of Regular, Challenge, and Extreme.  While these three personas do not have the cute name or picture to help humanize them, they all have a distinct mathematical achievement/habit profile.


Regular
A regular math student is one who has struggled in math in the past and as a result is missing some or all of the prerequisite skills.  As a result, this student will need more time to learn the skills due to the necessity of learning prerequisite skills in tandem.  Work at this level uses smaller numbers and less complexity to reduce the cognitive load on students as they are learning both previous and present skills at the same time.  These students are usually classified as working below grade level but who has ever worked harder when faced with the fact that they are starting off already losing, thus the name regular.  


Challenge
A challenge math student is one that has been doing okay in math classes in the past.  They have most of the prerequisite skills.  This group’s main focus is the present grade level skills.  As a result, this level uses larger numbers and has tasks that are more complex.  The use of the title Challenge for this level is tied to Carol Dweck’s work on Mindset (2006).  By stating from the outset that the work may be difficult and that that is okay, students are more willing to try when they find it difficult and seem more willing to use their mistakes as learning opportunities.  


Extreme
An Extreme math student is one that has done well in math classes in the past.  They have almost all of the prerequisite skills and may possess some of the present set of skills as well.  This group’s main focus is to expand their understanding about how and why the skills they know/are learning work.  This group’s work has a high level of complexity and requires students to use those skills in novel ways to solve novel problems.  Another challenge of this group is they have a very fixed mindset.  They believe being smart means everything is easy, and that having to struggle with a problem means they are not smart; thus they will opt out before trying to ensure they remain “smart” in the eyes of those around them.  


With these three personas in mind, I create three versions of the same task.  Then the students choose what level matches their understanding for a group of skills.  I help guide students in their level choice but allow them to choose as they see fit.  However, for those extreme students who choose regular… I just have a copy of the challenge waiting for them when they are done the regular.  It only takes once or twice where they have to complete two assignments for them to start choosing the correct level the first time.   

 

Dweck, C. (2006). Mindset: The New Psychology of Sucess. New York: Ballantine Books.

 

Geek and Gamer Girls

Geek and Gamer Girls

 I will start by saying that I have played Tabletop role-playing games since I was eight and played MMO’s since I was in high school.  I love role-playing games in both forms and still play to this day.  Starting out as a young child, I did not realize that playing role-playing games was a male thing, because to me it was just hanging out with my older brother.  My first gaming group had 3 boys and 2 girls, to me gaming was just something people with imaginations did for fun.  It wasn’t until we moved to a new area that I was confronted with the idea that to play role-playing games was evil and was definitely inappropriate for girls.  I am thankful every day that my Mum was willing to stand up for our right to play role-playing games but more importantly for my right as a girl to play them as well.  My Mum would allow the group of us gamers to spend hours around our kitchen table on the weekends playing D&D, Vampire the Masquerade, and ShadowRun.  She would ensure we ate and would laugh at the antics of our group.  Never once did she make me feel that I was not able to be a gamer because I was a girl.  When we got our first computer, computer time was split evenly between my brother and me.  To me I wasn’t a Gamer Girl, I was just a gamer. 
               

Then when I hit high school and started playing MMO’s things started to change.  I started to have people look at me quizzically when I said I was a gamer, or relegate my interest to looking for a boyfriend.  It felt odd to have something so fundamental to who I was, being seen as deviant or not really true.  I was told repeatedly that, “I couldn’t really be a girl because I was too good at the game. ”or “Girls are not good at special relations so they can’t play video games.”  I would often play without voice chat to limit the negative comments that came from being a girl online.  I remember , after playing in a PUG, having another player who I saved on numerous times during the raid start to stalk me in game and kill me at every opportunity he had.  It got so bad I had to go to the game master to get him banned from the game.  All because he felt bad that a girl had saved him.   However, not everyone online was horrible.  I ended up a part of, and then in charge of, a guild of people who respected the ability of the player regardless of who they were.  Our guild had a balance of women and men but also had many children of both genders as well.  Everyone had a role to play and everyone’s job was to support others to improve the guild.  It was a great feeling to know that every day that you went online you had people who had your back. 
               

Unfortunately, the stereotype of girls as gamers is not just an online one.  I go to a convention and people assume I am there because of a boy in my life.  People selling stuff, less so now but it still happens, would tell you how much your boyfriend, husband, brother would like the item you were looking at for yourself.  I went to buy a computer a couple of years ago.  I wanted a top of the line custom build machine.  I had done my research and knew exactly what I wanted to have put into my machine.  I get up to the custom service desk and tell the clerk what I wanted in my machine and he starts to tell me why I would never need the components in the machine that I was asking for, and that I would be better with just a regular off the shelf computer.  I stopped talking to the clerk and asked for his manager.  He kept going at me with the fact that I didn’t need his manager because he could find the perfect off the shelf computer for me and I shouldn’t worry my “pretty little head” about all the technical parts in a computer.  The story ended, after dealing with the manager, that I got the computer I wanted when I arrived but the sad part is the clerk didn’t understand even after his manager talked to him why I was upset.  He said, “How was he to know that she was a Gamer Girl”.

 

 

 

 

 

 

 

 

 

 


         
I think that, at times, women are our own worst enemy.  We allow ourselves to be labeled as Gamer Girls and not just gamers.  In 2008, Mari Mancusi wrote a delightful young adult novel about what it is like to enjoy anime and role- playing games as a girl.  She then, however, titles it Gamer Girl which reinforces that her interest is not mainstream because she is only a gamer girl not a gamer.  She then, in her bio, talks about video games as her guilty pleasure, thus reinforcing the idea that she should not enjoy them but she does.  It is time that women refuse to use adjectives to label their interest in fields that have been seen as male, no longer gamer girls or geek girls, but as gamers and geeks.  How can we expect to be included if we allow ourselves to be excluded from the mainstream group, and even worse if we exclude ourselves?  I believe that this stereotype is part of the reason why there are fewer girls seeking STEM jobs.  This stigma needs to change to ensure that the right people, regardless of gender, are in the up and coming STEM jobs of the future.
 

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