## Student Choice in Middle School Math

So, I am trying something new this year with my middle school math units. I am offering a choice of three. After I assess a unit, I am setting up the next unit, for three different levels of math, and then allowing students to decide what they want to learn next.

`Full disclosure before I begin describing, in my middle school classes, I teach grades six through eight, in four different sections, all multi-grade.  The sections are also single gender.  I have two sections of girls and two sections of boys.  `

So, I am trying something new this year with my middle school math units. I am offering a choice of three. After I assess a unit, I am setting up the next unit, for three different levels of math, and then allowing students to decide what they want to learn next. On the surface, it sounds like a lot of voice, and a lot of choice… new educational buzzwords. I’d like to defend my reasoning. I will do so by way of example as I think that is easier for us linear math-ies.

I start the first day of the new unit with a preview day. First up, ratios. The unit is a “typical” sixth grade level unit on ratios, understanding and application. I do three problems that the students would see in the beginning of the unit so that the students can ascertain for themselves if they have every seen ratio notation and can manipulate a fairly simple ratio table. I also set up a proportion, solving for a variable. The second level unit is proportional relationships, and is crucial, in my opinion for foundational learning of math. I always over-estimate to students that if they can master learning of proportions and how they work, they can solve 80% of all math problems going beyond the 7th grade. To preview the proportional relationship unit I give students three problems to try- scale factor, percentage decrease, and estimation of sales tax and tip (using number sense, not a calculator). Again, these preview questions were ones that would be found in the beginning of the unit, giving the students a sense for themselves if those are types of problems they could solve with ease, with or without a simple reminder. The last unit offered was an abstract unit on understanding numbers. On the surface it seems simple because it starts with sorting numbers such as fractions, negatives, and decimals into categories; however, at the heart of the unit it is about exploring sets of whole numbers compared to natural numbers, about closed versus open sets, about what makes a rational versus irrational number and how to describe them, etc. Most middle school students, even the most advanced ones, are able to calculate and manipulate the numbers, but are not able to describe and apply the vocabulary to numbers enough to truly understand them.