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Teaching Through Problem Solving

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Teaching Through Problem Solving The Three Part Lesson Presented by: Sandra Jean Price Math Coach Durham District School Board Problem solving is not only a goal ... – PowerPoint PPT presentation

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Date added: 2 August 2019
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Title: Teaching Through Problem Solving


1
Teaching Through Problem Solving
  • The Three Part Lesson

Presented by Sandra Jean Price Math
Coach Durham District School Board
2
  • Problem solving is not only a goal of learning
    mathematics but also a major means of doing so.
    (NCTM, 2000, pg.52)

3
From TIPS
4
Before Activity
  • prepare students for the lesson problem by
    activating prior knowledge
  • brief activity (5-10 minutes) that engages
    students
  • revisit a concept, procedure, or strategy that is
    related to the learning goal
  • revisit a previous problem
  • have students revisit how they solved a previous
    problem
  • have students solve a simpler/smaller problem
    that evokes prior knowledge, skill, and/or
    strategy
  • have students share their thinking
  • ensure all expectations for products are clear

5
Before Activity
  • Show 1/2 of 1/3 using as many different
    strategies as you can.

6
During Activity
  • students are actively involved in solving the
    problem, working in small groups, pairs, or
    individually
  • students talk, read, and write their mathematical
    thinking
  • let go
  • teacher circulates among the students, observing
    and assessing
  • teacher might pose questions to provoke further
    thinking or have other students explain their
    plan for solving the problem, but does not give
    answers

7
There was a jar of cookies on the table. Suhoung
was hungry because he hadnt had any breakfast
so he atehalf of the cookies. Angela came along
and saw the cookies. She thought they looked
good so she ate a third of what was left in the
jar. Carrie came by and took a fourth of the
remaining cookies. Kevin saw the cookies and
decided to take six of them to work to eat on his
break. When Heather came home she noticed there
were only three cookies left. How many
cookieswere in the jar to begin with?
During Activity
8
After Activity
  • student sharing of solutions facilitated by
    teacher (bansho, congress, gallery walk)
  • students can hear and analyse their classmates
    mathematical thinking
  • students learn to discern similarities and
    differences between the mathematics, methods, and
    strategies inherent in the student solutions,
    allowing them to make connections between their
    own mathematical ideas and the ideas of others
  • teacher helps students to see connections between
    solutions and strategies

9
After Activity
  • Share different strategies and answers through a
    congress, gallery walk or bansho.

10
After Activity.after
  • Consider what the next problem to work on would be
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