Inference is a mosaic, a dazzling constellation of thinking processes...
Inferences result in the creation of personal meaning.
Students infer all day long in math, even when they do not realize they are doing it.
They look at a graph and predict what might happen next. They estimate an answer before solving. They notice patterns. They connect clues in a word problem to what operation makes sense.
The challenge is helping students slow down and become aware of that thinking process.
When students make inferences in math, they are using clues, prior knowledge, patterns, and observations to make sense of information that is not directly stated. This kind of thinking helps students:
- draw conclusions
- make reasonable predictions
- make connections
- gain insight into what might not be explicitly stated
- think critically about mathematical situations
One idea presented by Laney Sammons to help students make predictions and inferences is to use a Word Splash. To create a Word Splash when introducing a concept or topic, choose several words, numbers, images, symbols, models, or phrases connected to an upcoming math concept. Then have students make predictions/inferences as they discuss how the words are related/connected (187). Record student thinking on an anchor chart so that, as the unit progresses, students can revisit and revise their inferences and prove/disprove their predictions.
I have used Word Splashes in the past. If possible, I also like to add images. See one here that can be used to introduce 3.MD.2-Measurement to 3rd graders. Click on the image if you think you can use this with your students.
Spark a discussion about the topic using questions such as:
• What do these clues have in common?
• What topic might we be learning about?
• What math ideas do these words connect to?
• What predictions can we make?
• What topic might we be learning about?
• What math ideas do these words connect to?
• What predictions can we make?
Be sure to have students share their varied questions. This activity offers students the opportunity to extend their thinking and make connections with other mathematical concepts. The beauty of this task is that it is open-ended, and there are multiple answers. Take a peek at the football scenario below. What questions come to mind? What might your students have to infer? Grab a copy by clicking on the image if you think you can use it with your students.
Building student fluency in predicting and inferring can help students solve problems. Inference is not limited to reading. Students also infer during math when they use patterns, clues, observations, and prior knowledge to make sense of situations and solve problems.
