Entrance Slip Nov 12 - Flow State in Mathematics

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How can we, as teachers, promote "flow" and happiness in our mathematics classes? 

Directly from the theory, we know that there is a fine tuned balance between challenge and skill that must be present for a flow state to be achieved. Moreover, this balance likely changes from individual to individual and with activity. Therefore, I think it is important to try to hit as close to the ZPD of each student to promote ideal conditions for them to enter flow. This is a difficult thing to manage with a class of up to 30 students who are operating at a range of abilities/skills in any given task. Hence, it is important to build differentiation into instruction as much as possible. Also, student lead activities can help, in theory, to allow them to select (with guidance) an appropriate level of challenge as they build their skills. 

What kind of activities might help students feel immersed and excited in problem-solving and other mathematical undertakings?

I think having a personal interest in the problem itself is of utmost importance. Different people find flow in a variety of activities, and it is important to allow students to individualize their learning experience where possible and appropriate. Finally, as was stated in the TED talk, it is generally assumed that people must spend at least 10 years being immersed in a subject/discipline and building skills before they can effectively and readily enter a flow state in their independent work. As such, I think it is important for teachers to also focus on simply building their students' mathematical students, and reminding the students to think in the long term—the work that they put into algebra may end up paying dividends in the future, even if it is not immediately obvious or enjoyable at the time of practice. This is an important lesson that can be generalized to many parts of life. 

Comments

  1. Susan Gerofsky1 January 2021 at 14:43

    Good -- though I would challenge this author's assumption about needing 10 years' experience in order to experience flow! I think he is reifying a view of the virtuoso performer as the only one who experiences flow, and from what I've seen as a teacher, novices can just as easily enter the 'flow' state.

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