WHY PROBLEM SOLVING? knowing how to execute procedures does not mean students truly understand what they are doing to understand, the students must get inside the topic understanding something really is fun (admit it!) lifelong learning – we know how fulfilling it is what research says—handout – Ch. 16 Teaching Mathematics Through Problem Solving Grades 6-12 NCTM Publication ISBN 0-87353-541-3
PROBLEM SOLVING TASKS Four levels Memorization Procedures without connections Procedures with connections Doing mathematical tasks
WHY SLOWLY? HOW? teacher student parent Handouts: Navigating Classroom Change Lindsey Umbeck, Vol. 17, No. 2, Sept. 2011, Mathematics Teaching in the Middle School, NCTM Ch. 9 Teaching Mathematics Through Problem Solving Grades 6-12 NCTM Publication ISBN 0-87353-541-3
ROLLER DERBY A success in my 8 th grade math class!
REFLECTION Sarah is planning a rectangular garden. She has 198 square feet of pea gravel to create a three-foot wide walkway around her garden. Her garden will be twice as long as it is wide. What are the dimensions of Sarah’s garden? Reflection: 1. Describe how you felt when given this task to solve. Be specific when describing your feelings of frustration or how you felt when you were successful. You have the freedom to include anything about Ms. Aldy’s role in the process.
WEBSITES TO FIND TASKS figurethis.org (NCTM) insidemathematics.org ohiorc.org (Ohio Resource Center) nrichmaths.org (UK site hence maths) Yummymath.com (Subscription option) illustrativemathematics.org
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