The Greatest Math Classroom

The Greatest Showman Math Classroom

How do we create classrooms where students can’t resist engaging in mathematics? This is one of the ongoing questions that we ask ourselves as educators in the continued effort to refine our teaching practices to create meaningful math experiences for each and every student.

One of my favorite questions, from his 2015 blog post, Dan Meyers asks, If Math is the Asprin, How do I Create the Headache? This question is always at the forefront of my work with teachers to find concrete and meaningful ways to math experiences.

This summer the book, Motivated. Designing Math Classrooms Where Students Want to Join In by Ilana Horn captured my attention. She identifies 5 key factors of motivational classrooms, belongingness, meaningfulness, competence, accountability and autonomy. She explores each of these factors through the lens of 6 different teachers along with strategies for weaving each one into instruction. I especially appreciate the audits provided for each factor that allows for meaningful self-reflection in each of the key factors.

So what does this have to do with “The Greatest Showman”? I just want to say…I LOVED this movie, for a lot of different reasons. As a was scrolling through FaceBook, I came across a video post about “The Making of The Greatest Showman” In this clip Hugh Jackman talks about an upcoming challenge of a planned run through of the music…I will let you hear him share that…so at this point stop reading and watch….

Here’s what stuck out to me:

• Hugh could NOT resist the urge to join in, even against the directive of his doctors.
• The meaningful contributions from every person in the room working in harmony to create and make music.
• The overflowing, visible JOY filling the room.
• What stuck out to you?

What if this is what our mathematics classrooms, looked like, felt like, and even sounded like?

Create a math classroom where students can’t resist the urge to engage!

Courtney LaRoche

MCTM President Elect