I have attempted to explain and ponder the ideas of the "3 Act Math Problems", because I hope that I will be able to create one in the near future-or 6.
So A basic understanding of the "3 Act Math Problem", is that there is a beginning, a middle and an end. The course I am taking now is trying to explain how a 3 Act Math problem may not entirely replace a 3 part math lesson, but it could help model what a successful Math lesson could be with the ideas of Math Inquiry in mind.
Why is this important? What is the merit in asking the "right questions?'
This idea of asking the "right questions" is in relation to not asking students loaded questions or simple "easy to recognize the answer" type of problems. But the importance of asking students to show their ideas through their own means, to solve a "problem", this is the right question. The question is not even a question really, its more of a statement. A statement like, "We need to put 50L of water into three small pots that will be heated; but one pot needs to have a little bit extra as it will be on a higher heat source". This is not a question, its a statement. If we view this from the viewpoint of allowing students to start by deducing facts (granted they have a topic, for this inquiry-perhaps "fractions" or "Measurements") about the inquiry "Question"/statement and then build it into a question for themselves. From this statement, students can potentially ask themselves now "Well, why would only one water be in need of "extra water", what are they going to do with it? Cook!? Of course, water evaporates, therefore we need to see how much water we need extra; as well as how much water we need in the other pots. Wait!? What are the sizes of the pots?!" Students in turn, are designing their own educational plans and questions.
On a bit of an after thought, students can answer their own questions as well as introduce how they could go about answering their questions with the class.
As I write this, I also come across the idea known as "Spiral of Inquiry".and it is very reassuring to see that the path of understanding I am taking on, is indeed correct and certainly very much larger than I fathomed at first.
A 3 Act Math problem needs to do the following-
1. Introduction of task
2. Conflict/Climax; What needed to be overcame
3. Resolve of Conflict
Learning is best done in real word situations, here is a collection of links to collected Math tasks that can be shared and utilized in class with students!
https://tapintoteenminds.com/3act-math/
http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/
https://docs.google.com/spreadsheets/d/1jXSt_CoDzyDFeJimZxnhgwOVsWkTQEsfqouLWNNC6Z4/pub?output=html#
https://whenmathhappens.com/3-act-math/
https://docs.google.com/spreadsheets/d/19sms4MpuAOO71o4qFPJyVKK-OGLnNegMgSL6WAwIdb8/edit#gid=0
https://mikewiernicki.com/3-act-tasks/
To ensure that your tasks (as you create them) are pedagogically sound, check out this document-
https://learn.trentu.ca/bbcswebdav/pid-1105395-dt-content-rid-6269896_1/courses/EDAQ-A4219E-W-1-2018AQ4-WEB/Big%20Ideas.pdf
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