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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET What Is Mathematizing? 5 MATHEMATIZING OPPORTUNITIES IN OUR ENVIRONMENTS Before delving into the MLP approach and how this framework can help you, I want to look at some addi- tional mathematizing opportunities within our envi- ronment. This first example can take place in any city with tall buildings. A mathematizing teacher can ob- serve a skyscraper (see fig. i.7) and interpret the kinds of math concepts that could be taught or investigated if this building were to be incorporated within a study or unit lesson. In your mind you can create a list (fig. i.8) of math concepts that can be seen in the skyscraper’s structure. Next you find creative and constructive materials to support the learning of the math concepts you have identified and children’s meaning-making process. As the students begin to explore the properties of the mate- rials and commence their construction of the structure, you can observe the children’s interactions and look for clues about which math concepts they are interested Figure i.7. The Willis Tower in Chicago in investigating. Once you identify children’s chosen math concepts, you MATHEMATIZING can generate a second list of key math words you PROBABILITIES can use as the students create with materials and Height engage with their classmates (fig. i.9). Your goal is to ensure that the math learning Width that transpires through your interactions with Length students is connected to the concepts the chil- Perimeter dren have chosen to investigate. For example, one child’s representation of the Willis Tower Surface Area with Lego blocks (fig. i.10) was a culminating Patterns project based on an interest the child followed for Counting a couple months. As he observed the photo of the skyscraper and revisited the Lego structure, he Addition would add structural details and focus on differ- Subtraction ent math concepts throughout the process. This Shapes and Form boy’s sequential math focus and construction with Lego blocks during the two-month study included these concepts: Figure i.8. COPYRIGHTED MATERIAL