25 Aufrufe

Hochgeladen von api-336022570

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

- ID Proven Prob Solve Skills
- Failure as a Learning Mode
- curriculum letter- jan-mar
- curriculum letter- sept to dec
- Mathematics
- Factors Affecting Students’ Change of Learning Behaviour
- iste standards project
- phase 3
- What is Tgfu - Ipppp
- Project Work for Additional
- A Five-Stage Model of the Mental Activities Involved in Directed Skill Acquisition
- curriculum letter- jan-mar
- Decoding the DNA of the Toyota Production System - HBS Working Knowledge
- math18curr
- dear students and parents
- iste standards for students
- 2014 UES Questionnaire
- pld
- mathematics curriculum overview
- Math 150 Syllabus Fall 2016 Oadl_obdl_ocdl (1)

Sie sind auf Seite 1von 5

Teacher: Keira Marlow

Northfield Primary School DECD SA

Alberton Cluster

Students develop the ability to make choices, interpret, formulate, model and investigate problem

situations, and communicate solutions effectively. Students formulate and solve problems when

they use mathematics to represent unfamiliar or meaningful situations, when they design

investigations and plan their approaches, when they apply their existing strategies to seek solutions,

and when they verify that their answers are reasonable.

Multistep problems

Clarifying what needs to be done in order to solve a problem

Explicitly being taught what strategies to use

Explicitly being taught how to understand what the problem is about, identifying the

important information presented in a problem and identifying and explaining what has to be

found out

Being able to check the reasonableness of their own answers and justifying and articulating

this

Highlighting the importance of reflection at the end of learning as the most important part

of the lesson. Students use mathematical language to explain what they have done, see

that there are many strategies for solving problems and that some are more effective than

others. It is also a time when the teacher can explicitly teach a particular idea or concept.

The reason that I began to use this Problem Solving strategy was to further engage my students in

high challenge mathematical learning where they have to not only learn the mathematical skill but

also apply it to challenging problems that required a higher level of understanding. At our school in

particular we have a focus on Learner Engagement and for the purpose of this project I focused on

engagement from a mathematical lens. There are 3 main levels for engagement from a

mathematical lens including:

Operative level: students actively participating in tasks and doing the mathematics

Affective level: enjoying of and valuing what they are doing, they see the purpose

Cognitive level: investment, recognition of the value of learning, able to think about what

theyre doing, taking it to a new level.

1

PROBLEM SOLVING STRATEGIES

Problem solving is about moving from a series of one-step applications requiring simple, basic

choices to a more complex problem requiring higher order skills.

There is a need to ensure that there is a balanced maths curriculum offered involved both:

This strategy highlights the importance of explicitly teaching the pure maths content, for example,

arithmetic, but by applying it to a context it helps enrich the learning experiences and better develop

Numeracy skills when putting the skills into a problem.

The background for this project comes from key ideas about the purpose of learning and the type

of learning environment that promotes thinking and the idea that the goal of our learning is

preparing our kids for things that we dont yet know how to doexcept the skill of being able to

learn. we need to produce people who know how to act when theyre faced with situations for

which they were not specifically prepared.

Our theme for this learning is knowing what to do when you dont know what to do.

PROBLEMS

The Problem Solving Strategy can be used for any mathematical learning concept as a part of the

weekly maths learning program. Problems can be designed based on the mathematical concept or

concepts that you are focusing on in the mathematical learning program. For example:

Fractions Last night my family and I bought a packet of Tim-Tams to share for dessert.

Before I knew it my brother had eaten 4, my dad had eaten 4 and my mum had eaten 2 and

there was only 1 left for me! How could we have shared the Tim-Tams so that each of us

could have the same exact amount?

Students need to Be able to figure out how many Tim-Tams are in the packet. Be able to

figure out how many people are in this family in particular. Use fractions to divide the Tim-

Tams up equally between 4 people.

Students might Figure out how to equally divide the Tim-Tams packet up for their family in

particular once they have solved this problem.

Possible strategies are Draw a picture showing you dividing up each Tim-Tam into sections

for each person with lines. Cut up pieces of paper to show the equal division into groups.

Use numbers to show how much each person has. Use fractions to describe how much each

person gets.

2

PLANNING

using the Natural Maths Planning Tool where these

problems are described as problematised situations.

The idea is to use a combination of problems and

explicit teaching and learning on the same concepts so

that students are involved in learning the pure maths

(the skills, understanding, concepts) and then applying

it to a situation where they need to use this maths.

student understanding all of the time. By realising,

through formative assessment, what explicit teaching

needs to happen next in order for their understanding

to be extended. This planning is normally done by me

on a day to day basis depending on the responses of

the students during the day.

LEARNING

There are four main components to the Problem Solving strategy including the problem, strategies,

samples and reflection. Students are explicitly taught the meaning behind each of the components

and what skills are involved in each of these. For example, time is spent on discussing suitable

strategies when problem solving. These strategies are brainstormed, practised and highlighted

when learning so that students are able to a) identify when they are using a particular strategy and

b) learn to use and apply new strategies.

Problem: What is the problem that we are working on and how does it connect to our

maths learning? What is the maths that we are going to need to use to solve this problem?

Strategies: What strategies can I use to best solve this problem? What can I do if my first

ideas dont work out? What is the best way that I can work out this problem?

Samples: Lets look at how some people worked on the problem. What strategies did they

use well? How are they different from your strategies? Is there a strategies that you thought

was the most effective that you might try yourself next time?

Reflection: What did you learn today when solving this problem? What worked well and

what will you try next time? What didnt work well that you think you might change next

time? What learning do you need to do in order to solve a problem similar to this?

3

This Problem Solving Board exists in a number of ways in the classroom. Each of the headings are

labelled on one of the walls in the classroom allowing space underneath each one. Underneath the

PROBLEM I attach a copy of the problem/s that we have solved. Underneath the STRATEGIES we put

a brainstorm of the different strategies that were used during the learning, for example, worked

with a friend, drew a table, used counters, etc. Underneath SAMPLES we attach 3-4 samples of

student work that show different ways of working out. Underneath REFLECTION we write out the

answers that we found and articulate how we found them and why we think this is the best possible

answer. This is normally done on our samples or on post-it notes.

In the Upper Primary classes we have also made multiple copies of the above board on A3 laminated

paper. When working through a problem they record their learning on post-it notes and stick it on

the board or they can set up their paper like this as well under the 4 main headings.

Through this process we are explicitly going through the stages of problem solving.

ASSESSMENT

In order to keep record of the learning that students do during this time (as it is rarely in concrete

form in their books) I make sure I do the following:

Students write reflections on their work samples articulating their learning, what they found

out and what strategies were used, etc.

Keep anecdotal notes on their learning when working with students

4

USEFUL RESOURCES

These resources developed by Ann and Johnny Baker are used for examples of problems that can be

used.

http://naturalmaths.com.au/home.html

REFLECTION

They occasionally have responses like I cant do this, I dont know what to do, this is too hard, etc.

Although, over time when talking about strategies and useful ways of working and possibilities for

answers, these barriers eventually were broken down and their response time during explorations

and beginning to work out problems. During observations on particular kids that had this initial

response, I noticed that the negative responses slowly went away and the time that they took to

make a decision about where to start and what to get in order to help them became lower. Without

the pressure on answers and instead having the focus on possibilities the fear of being wrong

went away and students were more willing to share their possibilities knowing that these could be

justified and they could give reasons for their possibilities, without just a simple yes or no or correct

or incorrect.

- ID Proven Prob Solve SkillsHochgeladen vonYungston
- Failure as a Learning ModeHochgeladen vonJustin Thibedeau
- curriculum letter- jan-marHochgeladen vonapi-275408060
- curriculum letter- sept to decHochgeladen vonapi-275408060
- MathematicsHochgeladen vonrisli
- Factors Affecting Students’ Change of Learning BehaviourHochgeladen vonRoselainy Abdul Rahman
- iste standards projectHochgeladen vonapi-356508815
- phase 3Hochgeladen vonapi-282234932
- What is Tgfu - IppppHochgeladen vonJohan Ibrahim
- Project Work for AdditionalHochgeladen vonChocolate's Mummy
- A Five-Stage Model of the Mental Activities Involved in Directed Skill AcquisitionHochgeladen vonapi-19641323
- curriculum letter- jan-marHochgeladen vonapi-275408060
- Decoding the DNA of the Toyota Production System - HBS Working KnowledgeHochgeladen vonAnand1832
- math18currHochgeladen vonMat Lek
- dear students and parentsHochgeladen vonapi-267668650
- iste standards for studentsHochgeladen vonapi-285018346
- 2014 UES QuestionnaireHochgeladen vonUtkarsh
- pldHochgeladen vonArvind Kumar
- mathematics curriculum overviewHochgeladen vonapi-266794577
- Math 150 Syllabus Fall 2016 Oadl_obdl_ocdl (1)Hochgeladen vonEricFreitas
- ED218_Arcadia_Fall2010Hochgeladen vonMariaDroujkova
- 2010 the Future of Engineering FuturesHochgeladen vonmariojmh
- HR Related QuestionsHochgeladen vonsanket mahapatra
- 5-standards based lesson plan templateHochgeladen vonapi-282152357
- Guidelines for Planning and Conducting Workshops and Seminars.pdf IMPORTANTHochgeladen vonБ. Уранцэцэг
- tied together- administrator instructionsHochgeladen vonapi-456817519
- KBSM Intro BmHochgeladen vonLyssa Ngel Moding
- grade 8 sorico math unit 4 2 2013-2014Hochgeladen vonapi-233707670
- Code of Ethics 2010Hochgeladen vonRaymond Than
- Optimizing Problem Solving for Teaching ThinkingHochgeladen vonAbdur Rahman As'ari

- 2017 maths juniorHochgeladen vonapi-336022570
- term 3 2017 junior school overviewHochgeladen vonapi-336022570
- vit patterns and algebra pre testHochgeladen vonapi-336022570
- mathletics results vitHochgeladen vonapi-336022570
- vit chance pre testHochgeladen vonapi-336022570
- vit money pre testHochgeladen vonapi-336022570
- maths term 3 overview vitHochgeladen vonapi-336022570
- vit measurement pre testHochgeladen vonapi-336022570
- number and algebraHochgeladen vonapi-336022570
- action plan vitHochgeladen vonapi-336022570
- place valueHochgeladen vonapi-336022570
- multiplicative thinkingHochgeladen vonapi-336022570
- vit pre and post test results finalHochgeladen vonapi-336022570
- maths through storytellingHochgeladen vonapi-336022570
- semester one reports vitHochgeladen vonapi-336022570
- maths term 3 overview vitHochgeladen vonapi-336022570

- DM Roles and DutiesHochgeladen vonZulkifli Isa
- Feasibility Study E Learning FinalHochgeladen vonPamela
- HOW TO INSTALL KDE4 APPLICATIONS ON WINDOWS.pdfHochgeladen vonKurgan Gl
- Freeman 1999 stakeholders theoryHochgeladen vonSun
- handball unit of work new pdfHochgeladen vonapi-309253173
- Plague Words or PhrasesHochgeladen vonLove Human
- lansiaHochgeladen voneko anggoro
- Education, Gender and Anxiety (2)Hochgeladen vonHarole Yoseph
- UNIT 17: QUALITY MANAGEMENT IN BUSINESSHochgeladen vonchandni0810
- cvHochgeladen vonLorenzo Romagnoli
- curriculum and teaching innovationHochgeladen vonنور هدايو احمد
- Assessment of Reflections-METHochgeladen vonElder Paucar Rojas
- businessplan2016Hochgeladen vonapi-340231084
- Pattern BlocksHochgeladen vonPhiRiya RhiYa
- cvHochgeladen vonapi-254005420
- Paper 10 OKHochgeladen vonapi-3868008
- DP-Chinese B OverviewHochgeladen voncanviatai
- MasterMind 1 Unit 5 Extra LifeSkills Lesson 2Hochgeladen vonHugo A FE
- fall 2015 eac hea internship contract maddie breenHochgeladen vonapi-299251227
- ACLS Inst Course Faculty GuideHochgeladen vonSam Kang
- andrew koenen - resume 2019Hochgeladen vonapi-456307706
- Fall SyllabusHochgeladen vonkrishna
- Top Fourty CrmHochgeladen vonMd Ahmad Ali
- Interview QuestionsHochgeladen vonGeorge Thomas
- Ae1301 Flight Dynamics 3 0 0 100Hochgeladen vonArief Hadiyanto
- Mobile Cloud Computing the Necessity of Future with its Architecture, Advantages and Applications.pdfHochgeladen vonEditor IJRITCC
- Paul Scheele the PhotoReading Whole Mind SystemHochgeladen vondorelb76
- On What It Takes to Be a Good GeographerHochgeladen vonAlexandru Fieraru
- Health Care in Canada, 2012 – A Focus on Wait TimesHochgeladen vonmichael_stittle
- Three Rivers Center for Independent Living, Inc. Dana Washington, on Behalf of Herself and All Others Similarly Situated v. Housing Authority of the City of Pittsburgh Keith Kinard, in His Official Capacity as the Executive Director of the Housing Authority of the City of Pittsburgh, 382 F.3d 412, 3rd Cir. (2004)Hochgeladen vonScribd Government Docs