Beginning a lesson with a strong Engagement activity allows teachers to access students’ “prior knowledge and helps them become engaged in a new concept through the use of short activities that promote curiosity and elicit prior knowledge. The activity should make connections between past and present learning experiences, expose prior conceptions, and organize students’ thinking toward the learning outcomes of current activities” (Bybee et a. 2006, p. 2). 

History offers a wealth of real-life scientific and mathematical puzzles that can capture students’ interest, elicit prior knowledge, and stimulate thinking. 

Try this:

What do you get when you divide a number by zero?
On the left, see how some mathematicians have answered that question throughout history. How could mathematicians disagree? Isn’t there only one right answer in math? What do you think?––how do mathematicians come to agreement on the right answer?
(For more see Martinez, “Dividing by Nothing”)

Ideas for integrating history

Historical puzzles are one good way of capturing students’ interest. For example, ask students “What happens when you divide by zero?” or “What is a species?”  Then show and discuss a series of historical figures’ approaches to the question.

Primary source images can spark curiosity and questioning. Ask probing questions like: “What do you think this object was used for?”  “What makes that Medieval painting appear ‘flat’ while this Renaissance painting appears ‘3D’?”  

Compelling stories of people who faced a scientific or mathematical problem can make a concept less abstract and demonstrate the social context of STEM fields. Narrative may also increase engagement by students from underrepresented groups. 

What the Teacher does:

  • Creates interest
  • Generates curiosity
  • Raises questions
  • Elicits responses that uncover what the students know or think about the concept or topic      

 What the Student does:

  • Asks questions such as, “Why did this happen?” “What do I already know about this?” “What can I find out about this?”
  • Shows interest in the topic   

(Bybee et a. 2006, p. 33-34)

Engagement Resources

Stories

Next: Explore!