# data[].attributes.body
Evidence is mounting that problem solving is a good learning tool.

3 types of problem solving (Schroder and Lester 1989)

1) Teaching for problem solving (Students learn the algorithum and then do examples)

2) Teaching About Problem solving ( teach children how to problem solve, which can include the process understand,design a strategy,implement,look back.)

3)Teaching through problem solving (learning maths through real contexts, problem situations and models.

# data[].attributes.body
easy to link subjects particularly to science/humanities

# data[].attributes.body
www.aimsedu.org

illuminations.nctm.org (has over 500 full lesson plans

# data[].attributes.body
Use once the desired concept is developed and useful procedures are developed

# data[].attributes.body
Text books mainly low cognitive demand tasks

# data[].attributes.body
Teach with the gaol of developing the 'big ideas'

# data[].attributes.body
all student to be involved in the discussion and encouraged to participate

# data[].attributes.body
Encourage student to write a short paragraph about the process they used to solve the problem.

# data[].attributes.body
Use cautiously-use comments of interest and extension instead

# data[].attributes.body
- problem = students have not prescribed or memorised rules or methods

- context is not the focus the content is

- problems are the vehicle which the desired content is taught.

# data[].attributes.body
Critical to include in Maths lessons-promotes community of learners, is where much of the learning occurs, gives opportunities to discuss, justify and challenge solutions

# data[].attributes.body
Try to insure your questioning allows all students to continue solving the problem in their own way.

# data[].attributes.body
know content goals - does it allow for deeper

thinking ?

provide WORTHWHILE extension

# data[].attributes.body
a classroom that encourages students to listen to eachother is a powerful learning context

# data[].attributes.body
- When students discover useful strategies, the methods should be identified, highlighted and discussed. eg. look for a pattern, try a simpler form of the problem.

- Problem solving should not be proceduralized.

- problem = students have not prescribed or memorised rules or methods

# data[].attributes.body
- different ways to explain and

illustrate how they solved it.

# data[].attributes.body
- different ways students solved

the problem.

# data[].attributes.body
st. chance work it out- notice thinking-support

thinking - guide rather than telling

process over answer

# data[].attributes.body
the value of student talk during maths lessons cannot be over emphasised

# data[].attributes.body
How will this challenge the students?

Multiple entry & exit points - varying degrees of challenge and/or can

be tackled in a variety of ways

Relevance to students.

# data[].attributes.headline
Equity and teaching through problem solving

# data[].attributes.subject
Equity and teaching through problem solving

# data[].attributes.body
Allows for entry and exit points for a wide range of students. Develops confidence and identity. Provides context for meaning. Focuses students and honors the different knowledge students bring. Allows for extensions. Builds confidence Its fun.

# data[].attributes.body
Activate..previous learning and personal experiences

Problem....make sure problem is understood and the task at hand

..Expectations ...individuals...pairs...small groups

and how will they demonstrate their understanding of the problem.

# data[].attributes.body
- using literature to relate math to real-life contexts.

- e.g. Harry Potter; Hagrid is "twice as tall and five times as wide

as the average man". Discover 'average', multiplication methods,

addition methods, etc.

# data[].attributes.body
work/product

students accountable

# data[].attributes.body
ie the interactions that occur throughout a lesson, not for students to tell answers with teacher validation

# data[].attributes.body
- multiple entry points; using different methods to achieve one answer.

- pause and reflect to find the most and least sophisticated method.