A Problem Solving Approach To Mathematics

A Problem Solving Approach To Mathematics-15
When students are confident to behave in these ways they are then able to step into problems independently rather than immediately turning to us as teachers to ask what to do! • Encourage the students to become fluent with the mathematical vocabulary.

It also offers suggestions to help you develop the culture further so that students are encouraged to develop as independent mathematicians with strong problem-solving skills.

This is important as we know that independent problem-solving skills are essential for students for 21st century life and work.

(Contains 4 figures.)Descriptors: Programming Languages, Problem Solving, Geometric Concepts, Mathematics Instruction, Mathematical Logic, Educational Technology, Computer Uses in Education, Geometry, Grade 6, Grade 1, Elementary School Mathematics Australian Association of Mathematics Teachers (AAMT).

What this article and its CPD activities offer This article offers you practical ways to investigate aspects of your classroom culture.

Problem-solving skills A problem is something you do not immediately know how to solve. Derby: Association of Teachers of Mathematics.) I wonder what you discovered when you took a look at your classroom?

There is a gap between where you are and getting started on a path to a solution. Was it a range of students who answered the questions or did certain students repeatedly answer?You may like to work with this as a whole school and investigate one key aspect at a time, for example ‘who does most of the talking? This will give you the opportunity to share good practice across the school as well as support each other in developing high-quality mathematics classrooms. Putting the words inside ready-cut out laminated, speech bubbles can be very effective and create an appealing and interactive display. You can stimulate some talk by joining in with a pair/group of students and ‘playing dumb’.Generally, in a strong problem-solving environment the teacher needs to be doing around 30% of the talking and the students 70%. For example, make a deliberate mistake and see how the students respond.Then they can work out the rules through discussion together, rather than you telling them and then making sure that they understand them! Levels of thinking We can also look at how these questions can stimulate different levels of thinking, outlined in the table below. Doing this for a number of weeks can help them gain confidence to finish what they wanted to say rather than what we thought they might want to say!This is great for developing their mathematical thinking skills as well as enabling you to talk less. Have you thought of another way this could be done? You may like to consider the level of question that you are using and how to use more higher-order questions. • Avoid making assumptions about what the student is saying. It will help you to support the student’s learning much more effectively.In "Scratch" students use geometric and measurement concepts such as coordinates, angle, and length measurements.It facilitates creative problem solving and logical reasoning, and encourages collaboration.Do I pull out the learning from the students’ thinking and use that to develop the journey of the lesson? Completing, Deleting, Correcting What must be added/removed/altered in order to allow/ensure/contradict …? Comparing, Sorting, Organising What’s the same about …? This is also useful if their answer is rather jumbled or rambling.What evidence is there of the students taking a risk in what they offer to the discussion or ideas that they try out? You will not be alone if you talked for a good percentage of the time in your video. What can be added/removed/altered without affecting …? Our temptation, in this case, is to rephrase it, reorganise it and repeat it back to the class in what we consider to be its new, improved form.He describes how a class of Year 6 students used "Scratch" to design an activity for their Year 1 "buddy" class and considers how this facilitated an authentic problem-solving process.The ways their mathematical thinking emerged through this process are outlined, along with further suggestions for using "Scratch" in classroom situations.


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