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Problem-solving approaches to teaching and learning in Maths

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Problem-solving approaches to teaching and learning in Maths Fran Wilson What does is mean to be good at Maths? ... What could your group do better in the future? – PowerPoint PPT presentation

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Title: Problem-solving approaches to teaching and learning in Maths


1
Problem-solving approaches to teaching and
learning in Maths
  • Fran Wilson

2
What does is mean to be good at Maths?
3
What does it mean to be good at Maths?
  • You can analyse problems
  • You can interpret descriptions
  • You can work out what you dont understand
  • You can see when different ways of showing
    something are related
  • Having these skills will mean that
  • You see how things work in general
  • You are good at explaining what you think
  • You ask good questions

4
What it means to be good at Maths?
  • Which will mean that
  • You can work out which method you should use
  • You can make links to reallife
  • You can work out a way to improve
  • So that
  • You can find a way to solve problems.

5
Parkside Federation
  • Two schools in central Cambridge Coleridge CC
    and Parkside CC
  • Differing demographic of catchment
  • Very different achievement levels in Maths
    Coleridge A-C 33, Parkside A-C 75(2005
    cohort first year of federation)
  • Very different styles of organisation and
    teaching.

6
Parkside CC
  • Mixed-ability classes
  • Pupil-centred exploration
  • Problem solving
  • Discussion and groupwork
  • Thinking Maths
  • Three part lesson focusing on cognitive progress/
    learning styles

7
Coleridge CC
  • Classes set by ability
  • Teacher-led instruction based teaching and
    learning
  • Three-part lesson focusing on curriculum content
  • Practice heavy activities

8
Ethos for Learning
  • Students learn better from each other than from
    their teacher
  • Students have the ability to solve problems if
    they are given the time to think about them
  • Students need to be able to work out what to do
    independently to create their own scaffolding

9
Ethos for Learning
  • Resolving conflict may require students to
    struggle
  • Discussing methods is crucial to increasing
    understanding
  • All students can benefit from the progress of
    some students
  • Students can approach learning in different ways

10
Ethos for Group Work
  • Teachers help students to develop group work
    strategies by allocating roles
  • Students discuss how theyve worked on their role
    in the plenary
  • Students set targets in their group on how they
    will improve how they work together in the future

11
Group Roles
  • Each member of the group takes or is given one of
    the following roles
  • Organiser
  • Resource Manager
  • Inclusion
  • Understanding
  • The plenary is then used to discuss how the group
    worked together, which roles they did well and
    which they need to work on to improve.

12
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13
For example first problem of the topic
14
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15
Plenary
  • What did your group do well today?
  • Did it help to have the group roles? How?
  • What could your group do better in the future?

16
What happened?
  • Realisation that you dont have all the
    information that you need
  • Identification of what information is needed
  • Different strategies for working together
  • Successful completion of some of the task
  • Discussion of process

17
Excerpts from a lesson
18
The answers!
19
The changes
  • Students more open to working things out for
    themselves
  • Developing confidence in solving problems
  • Greater commitment to achievement
  • More positive approach to maths lessons
  • Higher aspirations and belief
  • All SEN students included into lessons and on
    track for FFT estimates
  • Better results!

20
Coleridge Results - GCSE
21
Introducing to a new department
  • What does is mean to be good at Maths?
  • How to teach effectively using group roles?
  • What activities can be used?
  • Reflection and review

22
Effective Group Work
  • Introduction of the group roles
  • Use of discussion and plenary in lessons
    centres development on students taking
    responsibility for learning
  • Joint planning, teaching, observation and review
    of group lessons in department development time

23
Issues and Concerns
24
  • Establishing group work early on with a group
    how would you set up the first ever group lesson
    with a new class?

25
  • How to challenge students who see group work as a
    day off?

26
  • How to group mixed ability groups so all levels
    are learning and achieving?

27
  • How to organise seating arrangements in a
    disruptive class (difficult to keep control if
    not seated in rows)

28
More information?
  • fwilson_at_parksidefederation.org.uk
  • Nrich May Issue
  • The Elephant in the Classroom Jo Boaler
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