Inquiry learning What do inquiry tasks look like in mathematics? Tool IE-2: Comparing structured and unstructured problems.

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Presentation transcript:

Inquiry learning What do inquiry tasks look like in mathematics? Tool IE-2: Comparing structured and unstructured problems

Overview Aim: to think about the differences between structured and unstructured problems. We will: Discuss typical classroom problem tasks; Look at different versions of the same problem; Share thinking.

Structured and unstructured tasks Tasks (problems) in classrooms are usually structured. Tasks (problems) in the world of work are not usually structured Students need opportunities to work on less structured problems in their classrooms.

A detailed look at the problems Compare the different versions of the same problem What decisions have been left to the students? What pedagogical issues will arise when using unstructured problems like this?

Work in progress Students working on the table tennis tournament problem.

Sharing thinking Your thoughts? unstructured problems are more difficult; it is more difficult to plan a lesson with these problems; students may not even know how to get started on them; students will not necessarily use what we have taught them; if we offer help too quickly, students will simply do what we say and not think for themselves; students will generate a greater variety of approaches and solutions; students may need reassurance that it is OK to try a different approach or reach a different conclusion.

Finishing off As a next step try to design an unstructured version of a problem; Try this out with students; Be ready to report back at the next session.