1. Mathematics Professional Development Senior School Teachers Session 1: Teaching Through Problem Solving 1

2. In this Session, teachers will:  Reflect on current views of teaching mathematics and what it means to ‘teach through problem solving’;  Engage in a lesson which is taught through problem solving  Analyze a lesson – noticing the attributes of the Framework

3. Essential Questions What does it really mean to “Teach Through Problem Solving”? What are some of the attributes of an effective math lesson? How does the framework for teaching mathematics (Teaching Through Problem Solving) promote effective teaching?

4. Identify attributes of an effective math lesson. A Vision for Learning Mathematics 4

5. …where students are confidently engaged in doing mathematics, problem solving, reasoning, critical thinking, collaboration and inquiry. This classroom will feature teachers who intentionally facilitate a community of students with rigorous and relevant tasks, building on student understanding and strategies to develop procedural and conceptual knowledge. - National Mathematics Strategy A Vision of Mathematics Education 5

6. National Mathematics Strategy Ensure common framework for teaching emphasizing problem solving Ensure access to effective, proven interventions Ensure opportunities for rigorous, relevant tasks Establish standards for use of high quality texts and resources Provide professional development for coaching, content and instruction 6

7. Bermuda Framework for Teaching Mathematics ENGAGE PHASE Activate student thinking (~20% of time in lesson DOING MATHEMATICS PHASE Students work on the task (~50% of time in lesson) REFLECT & CONNECT PHASE Students share understandings and strategies Teacher facilitates discussion (~20% of time in lesson) BUILDING SKILLS PHASE Mental Math/Skill Building (~10% of time in lesson) 7

8. THE FIXED VOLUME TASK 8 Engage in a Math Lesson

9. STUDENT Saying and Doing TEACHER Saying and Doing TASK Rigour and Relevance Observing the Mathematics Classroom 9 Questions:  What opportunities do students have to discuss and share their own ideas and understandings of the mathematics?  How does the teacher elicit prior knowledge from the students?  How does the teacher use the prior knowledge of the students to build new ideas and understanding of concepts?  Which strategies does the teacher use to check for understanding?  What types of questions do(es) the teacher/students ask?  How do the tasks/problems presented by the teacher lend themselves to students’ discovery of important mathematical concept or further development of an understanding of concepts?  How rigorous and relevant were the tasks?

10. 10 Observing a Math Lesson ENGAGE DOING MATHEMATICS REFLECT AND CONNECT

11.  Which attributes of an effective mathematics lesson did you observe?  Which elements of the Bermuda Framework for Teaching Mathematics did you notice? How was the lesson ‘taught through Problem Solving’? 11 Observing a Lesson

12. PD - Exit Card EQ: 1.What does it really mean to “Teach Through Problem Solving”? 2.What are some of the attributes of an effective math lesson? 3.How does the framework for teaching mathematics (Teaching Through Problem Solving) promote effective teaching? Teacher Actions: 4.How will you teach through problem solving?

13.  Reading: Chapter 2 – JVdW Teaching Through Problem Solving  Actions: How will you ‘teach through problem solving’?  Which instructional practice would you like to focus on?  Reflection response: Reflect on how you taught through problem solving. Describe briefly your ‘three-part lesson’. How did it go? How did your students respond?  Before our next session: Go to http://www.myteacherpages.com/webpages/mathscience/form s.cfm http://www.myteacherpages.com/webpages/mathscience/form s.cfm Complete form – Senior School: Teaching Through Problem Solving – Session 1 Teacher Reflection & Assignment 13

14.  Cambridge International Examinations (CIE). Cambridge IGCSE Syllabus 2016. Retrieved September 2014, from http://www.cie.org.uk/ http://www.cie.org.uk/  National Council of Teachers of Mathematics (NCTM). Process Standards of Mathematics. Retrieved September 2012, from http://www.nctm.org/standards/content.aspx?id=322 http://www.nctm.org/standards/content.aspx?id=322  Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders. Boston: Pearson Education Inc. References 14