There are several bloggers in the #MTBoS (Math Twitter Blogosphere) that have written about Slow Reveal Graphs (sometimes called Numberless Graphs or Notice and Wonder Graphs).
Chris Hunter @ChrisHunter36
(New York Times: What’s Going On In This Graph?)
Chris describes using the graphs during professional learning with teachers, including making content area connections. He also introduces the beautiful New York Times feature “What’s Going On In This Graph?”
Jenna Laib @jennalaib
(“Why is the math teacher here for social studies?”)
Jenna offers a vignette describing the use of a slow reveal graph to launch 4th grade work around colonialism and slavery in the Caribbean.
(Notice, Feel, Wonder, and Act: How Can Data Inspire Us to Help?)
Jenna describes using the Notice/Feel/Wonder/Act framework to lead a slow reveal graph with her sixth grade students. This blog post includes video clips from two class sessions.
(Using Videos to Reflect on Practice, Student Identity, and Agency)
Jenna shares videos from an enactment of a slow reveal graph to explore issues of student identity and agency within her classroom.
Ben Orlin, author of Math With Bad Drawings and Change is the Only Constant @benorlin
(What Graphs Reveal (If You Give Them Time))
Ben walks through some of the graphs on the site, ‘thinkaloud’ style, and shares the ‘magic’ behind the routine.
“Students have sharp eyes. They’ll catch things you missed, interpret features in ways you would never have guessed. They’ll build on each other, quibble with each other, learn from each other.
Perhaps best of all, there’s no shame in changing your mind.”
(One graph. Ten minutes. An important conversation.)
Brian describes using a slow reveal with his high schooler students in the Bronx. “Through this graph of incarcerated Americans, I’ve myself learned that periodically presenting an interesting graph or data can be another way to build in time for important discussions around social justice and empowering students through math.”
Kassia Wedekind @kassiaowedekind
(Playing Around with Data, Part 1) (Part 2)
(Students as Reasoners in the Hands-Down Conversation)
Kassia describes her experiences experimenting with this routine in the elementary classroom, including in one “hands down” conversation.
Andy Cotgreave @acotgreave
(The importance of data storytelling in the next decade of data)
Andy writes about the power of using storytelling techniques to engage and help adults make sense of data. He references ‘Slow Reveal Graphs.’
Chase Orton @mathgeek76
(Grade 2) (Grade 1)
Chase describes using slow reveal graphs in lesson studies with grade 2 and grade 1 teachers. The lessons continue with the routine to have students generate mathematical statements and questions about the fully revealed data.
Contributors to this site include:
- Jenna Laib (@jennalaib) — site curator
- Anna Blinstein (@ablinstein)
- Brian Bushart (@bstockus)
- Liz Caffrey (@AsymptoticLiz)
- DeAnna Collins (dcollins at nafcs.org)
- Louisa Connaughton (@lpconnaughton)
- Heidi Fessenden (@heidifessenden)
- Andrew Gael (@bkdidact)
- Tanis Giesbrecht (@mrs_giesbrecht)
- Simon Gregg (@simon_gregg)
- Kathy Henderson (@kathyhen_)
- Chris Hunter (@ChrisHunter36)
- Suhana Kadoura (@KadouraS)
- Lisa Mellecker (@lkmellecker)
- Chase Orton (@mathgeek76)
- Aristotle Ou (@Camboyano)
- Melvin Lee Peralta (@melvinmperalta)
- Connie Rivera (@Rivera_Con)
- Mark Trushkowsky (@mtrushkowsky)
- Kassia Wedekind (@kassiaowedekind)
- Chad Williams (@Chadillac60)