1. Dynamic Discussions of Math: Problem Solving
Wi-AMTE Zoom Discussion

2. Problem Solving What is a good problem solving task?
How do we orchestrate a problem solving task?
How do we know if a problem solving task “worked”?

3. What are you currently doing with your students to emphasize Problem Solving in your classrooms?

4. Some samples….
All the samples we show can be found on our website at:

5. For Discussion…..
Where do you find worthwhile high cognitive demand problem solving tasks?
How do you get students involved? Engage reluctant learners?
What are strategies that teachers can provide students to solve problems?
How do I know that students got what I wanted them to get?

6. Sources of Good Problem Solving Tasks:
Catalyzing Change Supplemental Materials
NCTM Illuminations
WISELEARN
Illustrative Math
Yummy Math
Get Real Math

7. Getting students involved
Be explicit about expectations and changes to routines
Ramp students up: if most of their experiences are individual and procedural, working productively in groups for 60 minutes won’t magically happen
Give students markers for what products they need to produce and when: In 10 minutes, your groups should be ready to show two representations of your solution to the task and have three sentences to say about them…
Prepare students as they go for what you want them to do and model what looks and sounds like (small group discussions, presentations, etc.)
Use strategies to support productive struggle and have a question ready for the student who doesn’t know where to start

8. Strategies to support students in problem solving
Steps and key words don’t work!
Clearly articulate your learning goals in planning the lesson
Anticipate student thinking
What solution paths are likely? How will students work through those solutions?
What misconceptions and incomplete thinking relates to the problem?
What does productive work on this task look and sound like?
How can I ask questions that moves students from one point in the process to another?
Write important questions that probe student thinking and make the mathematics visible
Plan for students to use one another as resources (not just you!)

9. How do I know students learned the math?
Describe in advance what mathematics learning with this problem looks like and sounds like
What math ideas will I hear used, and how will I hear students talking about those ideas?
How am I valuing both the correct solution and the reasoning that gets students there?
Am I asking students to describe the product or the process? What was their journey?
Encourage metacognition and explicit discussions of reasoning
Provide students with clear rubrics that relate both to product and process

10. Have Fun? Did You Come Away with Something Useful to Use in Your Classrooms? What’s Next?
What should be our next topic?
What would you like to see in the future?
What worked for you?
pe2