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Teaching Though Problem Solving
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Teaching Though Problem Solving
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1. Students can approach from different angles - and can determine the simplest way to do the problem. Eg. Read a story and write a problem about the story.

2. Problem-based tasks or activities are the vehicle by which the desired curriculum is developed. The learning is an outcome of the problem-solving process.

3. Think IK topped out of math in elementary school - and went to middle school for more intense training

4. Student gives rationale for the way they solved the problem. Using pictures - numbers or words. Draw - solve - write it down. Think of the students explanation of how many buses needed for the school trip ;-) This helps teacher to understand students

5. Toughest phase for the Teacher. Think Vogisty (ZPD). 1. Teacher has to let go and let the S do the work! Math write time! 2. Listen actively as this is the assessment piece...walk around 3. Provide appropriate hints to funnel towards right answer 4.

6. Different problem based tasks or experiences spread over numerous class periods - each addressing the SAME ideas

7. Providing a different environment or circumstance made with a particular student in mind. EG. changing lighting in a room - allow to work alone

8. Before phase - During phase - After phase

9. Repetitive - Non-problem based exercises designed to improve skills in an area (multiplication facts - + --)

10. Math needs to be conceptional - not procedural Math understanding the student brings to the problem

11. 1. Teacher facilitates discussion only. Students do most of the talking. Talk time! 2. Include students at ALL levels 3. Call on shy ones - after giving them a chance to prepare to foster a community of learners 4. Encourage students to ask questions

12. A change to the problem or task itself. Eg. simplifying the wording

13. 1. STAR (Search problem for information -Translate into words or pictures - Answer the problem - Review your solution) 2. Reinforce key words/vocabulary. Create a word or symbol wall 3. Use friendly numbers. Round up from $6.13 to $6.00 4. Vary the t

14. Cumulative evaluations that generate a single score. Eg. End of unit test - occurs at end of an instructional unit & document student learning

15. It must begin where the students are -The problematic or engaging aspect of the problem must be due to the mathematics that the students are to learn (students are Doing the activity) -It must require justifications and explanations for answers and m

16. Allow for maximum student interpretation. Answers will vary. Eg. Planning a party and have X amount of money to spend.

17. 1. Draw a picture or create a model 2. Look for a pattern 3. Guess and check 4. Make a table of a chart 5. Try a simpler form of the problem 6. Make an organized list 7. Write an equation 8. Working backwards

18. Students get to hear how others solved the problem - and hear diverse solutions to the problem. This also develops their social skills (socialization is important in learning)

19. Research identifies 3 ways that problem solving might be incorporated into mathematics instruction. What are they?

20. 1.Teacher activates Students prior knowledge. Think the estimate Raisins problem. 2. Make sure student understands the problem (KWL) 3. Establish clear expectations on how they will work (together - or alone) what the end product needs to be. Eg. Thi

21. Promoting mathematics as a conceptual tool - not limited to procedural thinking - also promoting the educational reform necessary to help students see math as a creative way of thinking

22. 1. Understanding the problem 2. Devising a plan 3. Carrying out the plan 4. Looking back

23. Teacher determines the learning goals for all students - but the level of difficulty of the task is adapted up or down to meet the range of the learners. Is not just about content - but can include the amount of assistance provided - structure of les

24. 1. S role is more demanding. They get to use various methods to solve problems in diverse ways 2. Allows an entry point for a WIDE range of S - so all S can be successful. Teacher gives problem and S decides how to solve it 3. S must be able to apply

25. 5. Builds students confidence..Math power. 6. Fun for students 7. Allows for extensions and elaborations

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