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In this text I describe a method that supports think-and-write processes for the work on math
problems.
Contents
What are the basic ideas?......................................................................................................................1
How can I make notes?.........................................................................................................................2
Note assistants: An example.................................................................................................................4
How can I use the note assistant?.........................................................................................................6
How can I produce and adapt my own note assistants?.......................................................................7
Criticism and responses........................................................................................................................8
Appendix 1: Note assistants as a framework for problem solving.......................................................9
Appendix 2: Other elements in note assistants...................................................................................10
Acknowledgments..............................................................................................................................11
Document changes..............................................................................................................................11
About the author.................................................................................................................................12
What are the basic ideas?
The method is perhaps best introduced by the term paper software - a software that does not run
on a computer, but on sheets of paper, as the most flexible hardware available in many
circumstances.
Imagine on my left a single A3 sheet of paper called the note assistant. This acts as a kind of
menu and contains advice for crucial problem solving situations how to start, how to generate
new ideas, what to do when I'm stuck, etc.
On my right is an A4 sheet where I make the actual notes on my problem the editor. As in real
software, I can choose a layout suitable for my notes.
Whenever I feel I could do with some problem solving support, I have a look at the menu.
This menu offers things I can insert into the note sheet how to arrange the notes for a special
kind of investigation, what keywords to write down, and above all, what thinking tools to use, what
questions to ask or what ideas to try.
The diagram indicates how suggestions from the note assistant for various problem solving
situations can be taken over into the note sheet and that there is certainly no need to use the note
assistant at all if work is going on well.
Whether the items in the note assistant are actually helpful to me as the problem solver depends on
my level of expertise, my note-making preferences, my field of work and other factors - so note
assistants should ideally be adapted to me and evolve together with my growing experience.
Later, I will present ideas on how to customize note assistants.
How can I make notes?
As mentioned, I can choose between several methods of note-making on the note sheet.
Here comes my favorite, followed by a number of possible variations.
I use a blank sheet of paper in landscape format, size A4 (or larger).
I separate the sheet by vertical lines into four equal columns.
I organize the text in boxes that are separated by horizontal lines.
These boxes are labeled 1A, 1B in column 1, 2A, 2B in column 2 etc. in the upper right
corner. (At this position, the labels need less column space, and it's easier to add them later.)
In each box, I can organize the text in hierarchies by indentations.
For a major new idea, I can start a new column.
I can note sudden ideas at the bottom of column 4, in boxes 4Z, 4Y etc.
To mark open issues, I can add check-boxes like at the right column border. It's easy to
find them later, examine the issue and tick off the check-box.
If I want to continue the work from one box in a new one, I can indicate this by arrows
between neighboring boxes or by references like see 2C or from 3:1D for box 1D on
page 3.
I can add footnotes at the bottom of a column.
I use a mechanical pencil and an eraser. The method works best if I write fairly small.
Having a non-smear pen is essential.
In my eyes, this method of note-making has a number of advantages:
As with other forms of note-making, my memory is unburdened, and I find it easier to
manage complex chains of thought and trees of thought.
My thoughts are permanently documented.
The method works well with usual math operations, like manipulating equations.
By switching between columns, I can cope with changes between different lines of thought,
at least to a certain degree.
The same could be done by using separate sheets, but for me this is often a massive
disruption of the flow of work.
I can store away sudden ideas with ease and examine them later.
From my experience, writing in narrowish columns encourages me to write neat notes, and
this neatness transfers to some extent to the entire work on the math problem.
There are many ways to alter the method:
I can write on larger sheets like A3, or on A4 double pages in a notepad.
I can try a different number of columns especially if the columns seem too narrow.
If labeling the boxes with 1A, 2B seems too much trouble, I can leave it out and address the
boxes by coordinates: I imagine the columns separated vertically in equal parts a, b, c, d and
use references like 3b. (The printed Encyclopdia Britannica had a similar system.)
Notes on a problem will often stretch over more than one sheet. I have found it easier to continue
my thinking when I have previous notes within sight, so for me single sheets work better than a
bound notebook, where I have to switch between pages to read and to write.
The problem of dealing with a large number of sheets is not within the scope of this text. My ideas
on this would probably have to do with slip boxes or Zettelksten.
It should be clear that the method is designed for finding a solution, not presenting it.
The box idea was sparked by the essay Stop Making Stupid Mistakes by Richard Rusczyk,
founder of the Art of Problem Solving website (http://www.artofproblemsolving.com/).
The next page shows a non-math example of a result of the note-making method. The sheet contains
some aspects that have not been mentioned in the text.
Remark:
The tables on the following two pages should give an impression of the actual layouts.
Since the first table is basically an A4 table on an A5 space and the second an A3 table on an A4
space, the text is very dense, especially if viewed on a small display.
Viewing the document on a larger screen or printing it out will help.
(Thanks to Dr. Houston for pointing out this problem.)
Or:
- try A3 in landscape format
with 6 columns
- lots of space for your ideas
_____________________________________
How to make text boxes
|1D
- number the boxes
- in column 1 with 1A, 1B etc.
- write the headline + underline it
- questions make
good headlines!
- write down your thoughts
- short but intelligible
- outline your text
- indent your lines
- to show hierarchies
- like this
- when you're finished with a box:
- draw a horizontal line
- start a new box
_____________________________________
image search
|4Z
on note-making
_____________________________________
Date: 11.01.2015
Page 1
|4A
How to start?
_____________________________________
Problem
|1A
> write down the problem statement
_____________________________________
What is given?
|1B
What is unknown?
What has to be shown?
> introduce math notation;
if possible:
> choose a smart point of origin
> use symmetry
> write down what you know
in the notation selected
(equations, inequalities)
> draw a figure
_____________________________________
Special cases
|1C
> look at special / simple / extreme
cases
> bring structure to these cases
> look for patterns
_____________________________________
Useful facts
|1D
>write down known facts
about the problem elements
> useful theorems?
> what ideas could connect the
problem elements?
_____________________________________
Summary
|5A
> write down the complete solution
> check every step
_____________________________________
Reflection
|5B
> can the result be
generalized / improved?
> can the method be
generalized / improved?
> can I find a different solution?
_______________________
> what can I learn from my work?
> what were the key difficulties?
> is there some problem solving
behaviour I should change?
> how could I improve the
note assistant?
_____________________________________
Try
|2A
> use the most direct ideas
that come to mind
> use ideas from problems
that share some similarity
_____________________________________
Forward
|2B
> work forward:
what can I infer
from the given facts?
_____________________________________
Backward
|2C
> work backward:
start with the aim how can it be reached?
> what could be the step that leads
to the conclusion the penultimate step?
_____________________________________
Top-down
|2D
> start with the big picture
for a solution,
then zoom into the details
> ask repeatedly
how can this be reached?
_____________________________________
__________________________
A2: ...........
_______________________
> 2. investigate
in suitable order best ones first
_____________________________________
A2 Investigation
|3B
> investigate approach A2
> mark check-box in 3A for A2
later
_____________________________________
A1 Investigation
|3C
> ...
_____________________________________
_____________________________________
Aha! OR Idea
|7A
> write the idea into box 4Z OR
> start a new column
> mark sudden ideas with a
for later check-ups
_____________________________________
All-Purpose Tools
_____________________________________
Questions
|7B
> collect questions:
Question Q1
Question Q2
.
_____________________________________
Q1 Investigation
|7C
> find answers to Q1
_____________________________________
Smart little questions
|7D
> what would be natural
or straightforward?
> natural questions?
> natural things to do?
> what would be logical?
> what is the core issue or
the core confusion here?
> repeat that question!
> what can I do to make progress?
> do it!
_____________________________________
Note Assistant
_____________________________________
_____________________________________
Here's something confusing! |4A
Here's a difficulty / an obstacle!
_____________________________________
Confusion OR Obstacle
|4B
> what things are confusing?
> why are they confusing?
> describe the situation
> describe the difficulties
> what is the core obstacle?
> repeat that question!
_____________________________________
What can you do?
|4C
> how can the confusion
be cleared up?
> is it possible to make
the obstacle disappear?
> make a list of options
> investigate the most
promising ones
(see 3A for layout)
_____________________________________
Postpone
|4D
> stay flexible postpone an approach:
mark it with a check-box
come back later
_____________________________________
_____________________________________
Methods of Proof
|8A
- direct proof
- proof by contradiction
- proof by induction
- visual proof ...
_____________________________________
Heuristic Principles
|8B
- look for patterns
- look for analogies
- look for symmetry
- look for invariants
- look at extreme cases
- look at limits
- guess and check
- stepwise approximation
- use colourings
- use the pigeonhole principle
- use parity ...
_____________________________________
General Objects
|8C
- complex numbers
- graphs
- generating functions ...
_____________________________________
How to modify objects?
|8D
- substitute - eliminate
- adapt
- split
- rearrange - introduce new items
- maximize / minimize
Those sheets have 8 or 10 pockets for papers of business card size, so by using front and
back side they can store up to 20 modules.
These sheets can form an entire library of note assistants for various purposes and various
domains of math.
Single sheets or flash cards for the modules.
In this case however, the one-sheet-one-glance-mantra has to be abandoned.
Digital and mobile devices.
Here again, the one-sheet-one-glance mantra has to be given up.
Here are some ideas on the contents I can put into the note assistants.
I can exploit the existing literature on math problem solving.
I can ask people for advice.
I can adapt the note assistants according to my experiences with problems I've worked on.
In my experience, note assistants do not necessarily become more helpful by containing more items.
I found it more useful to focus on those situations where I am really stuck.
Criticism and responses
There are several points of criticism, and I would like to address some of them.
The four column layout is a wildly over-specified straitjacket.
In my opinion it's better to have a clear concept of how helpful math notes could look like,
and then deviate from that concept for good reasons, than to have no concept at all.
As mentioned, there are many layout variations possible.
The entire process is too formal and too complex.
I certainly would not want to see the process followed in a dull routine.
It is meant to provide support - if the problem solver wants it.
If the process is presented to a group of students, it seems reasonable to advance in suitable
moderate steps, presenting elements of the process one by one.
(Thanks to Professor Mason for addressing this point.)
Abstract heuristic advice like look at invariants is worthless to lots of students.
Yes. I think that choosing the right set of thinking tools to help an individual student is a
major issue. Arguably, these tools have to be introduced, illustrated by examples and then be
made available in the note assistant.
What about knowledge? What about experience?
I think that there is an immense literature on math and on math problem solving that will
help readers to build up knowledge and experience.
But there seems to be comparatively little information on the aspect of note-making, so I
concentrated on this.
Is there any evidence that this actually works?
A previous version of a problem solving method based on mind maps was well received in
seminars I've given in the past participants seemed comfortable with the combination of a
note-making method and thinking tools.
From my personal experience, I have no doubt that the note-making method presented in
this paper is much better suited to math problems.
It is my hope that readers may find some ideas useful and make them a part of their own problem
solving practices.
If you have suggestions on how to improve the method in general or single aspects of it, I would be
thrilled to hear from you.
Please don't hesitate to contact me under thomasteepe@googlemail.com
10
Acknowledgments
Many people have contributed to the ideas presented in this paper.
I would like to thank Dr. Abhijith Arakali, Werner Begoihn, Dr. Astrid Brinkmann, Hans-Jrgen
Elschenbroich, Dr. Kevin Houston, Dr. Jrg Konopka, Dr. Armin Kramer, Prof. Dr. Timo Leuders,
Prof. Dr. John Mason, Hubert Massin, Prof. Dr. Manfred Prenzel, Dr. Frauke Rademann, Prof. Dr.
Harold Shapiro, Martina Teepe and Christian Wolf.
Document changes
This document is available for free on
https://www.scribd.com/doc/251685614/Note-Assistants-Support-for-Solving-Math-Problems
I upload revised versions from time to time, so here comes a list of changes made to the document.
Version
Date
Changes
1.0
07.01.2015 Added:
Table of Contents, document changes table, about the author.
Note assistants and modules.
Remark on introducing the process step by step.
Minor changes.
1.1
08.01.2015 Changed:
Introduction with the paper software metaphor.
Minor changes.
Added:
Other elements in note assistants.
1.2
14.01.2015 Changed:
Box name in upper right corner (instead of left).
Numerous improvements to the note assistant example.
Expanded description of how to use the note assistant.
Some ideas on criticism.
1.3
1.4
17.01.2015 Changed:
Ideas on producing and adapting note assistants.
1.5
21.01.2015 Added:
Ideas from S. Kalomitsines' How to Solve Problems
1.6
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