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Crockett, L., Jukes, I., &  Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

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Crockett, L., Jukes, I., &  Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

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Rephrasing the problem as suggested in the course text would help many students who struggle with real-world problems (2011.

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My strength of the 6 D's.  Solving real-world problems in the math classroom must start with identifying what the students are supposed to figure out from the problem.

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Also a strength. Identifying which information is relevant and which is not necessary to solve the problem.

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The most challenging 'D' for me.  Getting my students to imagine the "whole-mind process" is something I lack in my instruction (Crockett, Jukes, &Churches, 2011).

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My favorite part of solving real-world problems in the classroom with my students. Taking the information and putting it into an equation that we can solve. The set-up process is the most crucial in the math world.

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Usually the easiest step for my students. Once they are able to set up the problem using the information given, the can use their skills that they have been taught to come up with a solution.

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I do none of this currently but I really like the thought of it.

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Perhaps adding the skill of rearranging the material could benefit the students.

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Here is where I will add the most. I want my students to envision what they think could be some possible answers to the problem before solving it. Realistic solution possibilities in this step will help them greatly in the 'Debriefing' step.

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I could do a better job of showing multiple ways to set up the problem with the given information.

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Presenting the solutions to the problems is something I could do in this step with my students so that their classmates get a different viewpoint than myself.

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This is the most eye-opening 'D' of the bunch.  I really like the thought of my students talking about their solution with one another to see if it makes sense.  For example, last week we worked on a problem that had my students find the price of two different vehicles and many of them were getting negative numbers for their answer. A debrief session with one another to see if this was realistic would have allowed them to catch their mistake and rework their steps.