Brainstorming

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Brainstorming is an effective tool to mine ideas out of our mind. It helps us explore various and, at times, instantaneous ideas to find creative solutions or business processes. There are two brainstorming methods – individual and group. Though both of them have their own advantages in terms of providing stimuli for idea generation, people are more creative when they brainstorm on their own rather than in groups. Individual brainstorming is better than group brainstorming as it provides the working flexibility and gives a courageous environment to put all our ideas. What do you say?

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Brainstorming is a popular tool that helps you generate creative answers to a problem. It is mainly useful when you want to break out of stale, established patterns of thinking, so that you can develop new ways of looking at things. The aforementioned also helps you overcome many of the concerns that can make collection problemsolving a sterile and substandard process. Though group brainstorming is often more effective at generating ideas than normal group problem-solving, study after study has revealed that when individuals brainstorm on their own, they come up with more ideas and often better quality ideas than groups of people who brainstorm together.

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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