Title: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project
1Lynne McClure, Jennie Pennant, Bernard Bagnall
and Liz WoodhamNRICH Project
- Embedding Problem Solving in Our Classrooms
Engaging All Learners
2Developing Excellence in Problem Solving with
Young Learners
- Jennie Pennants article suggests we can support
children in becoming competent and confident
problem solvers in three main ways - Through choice of task
- Through structuring the problem-solving process
- Through explicitly and repeatedly providing
children with opportunities to develop key
problem-solving skills - http//nrich.maths.org/10865
3EYFS Tidyinghttp//nrich.maths.org/early-years
4That Number Square! http//nrich.maths.org/8169
5- What is the mathematical knowledge needed to
tackle this activity? - What problem-solving skills did you use?
- Who would it be for?
6Hundred Square http//nrich.maths.org/2397
7- What is the mathematical knowledge needed to
tackle this activity? - What problem-solving skills did you use?
- Who would it be for?
8Rich Tasks
- Have a relatively closed start but offer
different responses and different approaches - Invite own questions
- Combine fluency and reasoning
- Reveal/provoke generalisations
- Encourage collaboration and discussion
- Are intriguing
- May be accessible to all (LTHC)
9Low Threshold High Ceiling
- Suitable for whole range
- Low entry point
- Lots of choices in
- method
- response
- recording
- Learners can show what they CAN do, not what they
cant - High finish possible
10Problem-solving Skills
- Trial and improvement
- Working systematically
- Logical reasoning
- Spotting patterns
- Visualising
- Working backwards
- Conjecturing
11Mystery Matrixhttp//nrich.maths.org/1070
12Numbers 2-12. Only one number used exactly twice
13The Problem-solving Process
- Stage 1 Getting started
- Stage 2 Working on the problem
- Stage 3 Going further
- Stage 4 Concluding
14- Getting started
- try a simpler case draw a diagram
- represent with model act it out
- 2. Working on the problem
- visualise
work backwards - reason logically
conjecture - work systematically look for
a pattern - trial and improvement
- 3. Going further
- generalise verify
prove - 4. Concluding
- communicate findings
- evaluate
-
15Coded Hundred Squarehttp//nrich.maths.org/6554
16To Summarise
- We can support children in becoming competent and
confident problem solvers in three main ways - Through choice of task
- Through structuring the problem-solving process
- Through explicitly and repeatedly providing
children with opportunities to develop key
problem-solving skills - http//nrich.maths.org/10865