At this CAMI meeting we looked at 3 different problems:

- Four Fours Problem (Numberphile did a video on this problem)
- 24 (the Game)
- Broken Calculator

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# Author: Mark Trushkowsky

## CAMI Grab Bag

## Problem-Posing with Visual Patterns

## Toothpick Patterns: Growing Squares, Growing Triangles, Growing Stairs

## Pentagon Patterns

## 10 Problems: Our First Meeting!

NYC Community of Adult Math Instructors (CAMI)

teachers learning math together

At this CAMI meeting we looked at 3 different problems:

- Four Fours Problem (Numberphile did a video on this problem)
- 24 (the Game)
- Broken Calculator

We can get conditioned to approach visual patterns in a particular way and jump immediately to the problem of looking for the nth figure (# of squares, for example). Beginning with an open, problem-posing approach can help break us out of that habit and really open up the mathematics.

Usha led us through an exploration of a visual pattern, building off of the work we’ve done at the last two meetings. She used problem posing to enable us to have greater ownership on the problem and to widen options to explore.

We wanted to build off the problem from last meeting, exploring visual patterns, with a focus on different ways of approaching these problems and how can we bring them into the classroom.

Still looking for a name for our group, we went around introducing ourselves and each offered one word for our group vision:

Fun, Math, Community, Community, Building, Sharing, Other People’s Thoughts, Resources, Escape, Learning, Ideas, Adult/Young Adult, Inspiration

“No matter how kindly, clearly, patiently, or slowly teachers explain, they cannot make students understand. Understanding takes place in the students’ minds as they connect new information with previously developed ideas, and teaching through problem solving is a powerful way to promote this kind of thinking. Teachers can help and guide their students, but understanding occurs as a by-product of solving problems and reflecting on the thinking that went into those problem solutions”

(Lambdin, 2003)