Rock climbing with math class protocol

I am thinking of modifying a math class protocol I have used to help students solve hard problems together and bringing it to the climbing gym to use while working on a problem with my friends.

1. We all look at the boulder problem or route and try to notice and share anything that looks interesting
2. Anticipate where it might get hard or the crux
3. One of us give it a shot / everyone else watch what they do
4. What was interesting about what they did? What could they have done differently? Was anything missed? Where were they smooth and fluid?
5. Repeat 3 and 4 for everyone in the group
6. How do our strategies compare? Which ones might each of us decide to use? (We can agree to use different strategies to meet our individual strengths, heights, mood, etc.)
7. Keep going until we get it. If not share what we think is important so that when we tackle it next climbing session we are geared for success.

How could this protocol be improved upon?

I have a feeling my friends will say duh, this is basically what we already do. Still I want to see what happens.

I love rock climbing. To me climbing is like doing math in many ways. I have found I am generally more successful and have more fun with both if I can collaborate with others on a good quality problem and yet also have time to think about it on my own. A great math problem and a great climbing route or boulder problem often require multiple tries, nuance, different strategies, reflection, thinking, the ability to notice things deeply, perseverance, tenacity, creativity, and effort. To me climbing is the closest thing to physically sensing with your body what it is to do an algorithm and then to even try it a slightly different way or improve on it or make it more interesting or more elegant. Sometimes in a climb just shifting your hips slightly and thus changing your center of gravity can help unlock the problem for a successful ascent. Sometimes it’s deciding to skip a hold that looks enticing but does not work well with the other holds and body position.

I love working on a good climbing route or boulder problem with others and watching how they do it and trying to compare our strategies and brainstorm and trying to see if there’s a hold we missed or body position we have not tried or alternate sequencing or different footwork. I want students to experience in math class what I experience with friends while climbing.