Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project - PowerPoint PPT Presentation

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Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project

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Embedding Problem Solving in Our Classrooms: Engaging All Learners Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project – PowerPoint PPT presentation

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Title: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project


1
Lynne McClure, Jennie Pennant, Bernard Bagnall
and Liz WoodhamNRICH Project
  • Embedding Problem Solving in Our Classrooms
    Engaging All Learners 

2
Developing 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

3
EYFS Tidyinghttp//nrich.maths.org/early-years
4
That 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?

6
Hundred 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?

8
Rich 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)

9
Low 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

10
Problem-solving Skills
  • Trial and improvement
  • Working systematically
  • Logical reasoning
  • Spotting patterns
  • Visualising
  • Working backwards
  • Conjecturing

11
Mystery Matrixhttp//nrich.maths.org/1070
12
Numbers 2-12. Only one number used exactly twice
13
The 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

15
Coded Hundred Squarehttp//nrich.maths.org/6554
16
To 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
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