Teaching Math Through Problem Solving

Teaching Math Through Problem Solving-71
They learn how to use numbers flexibly, there is not just one way to solve a problem.When students have a variety if strategies in their math tool box, they can solve any problem, they can make connections with mathematical concepts.The teacher listens and makes connections between different strategies that students are sharing.

They learn how to use numbers flexibly, there is not just one way to solve a problem.When students have a variety if strategies in their math tool box, they can solve any problem, they can make connections with mathematical concepts.The teacher listens and makes connections between different strategies that students are sharing.

The role of the teacher during a number talk is crucial.

He/she needs to listen carefully to the way student is explaining his/her reasoning, then use a visual representation of what the student said.

There are a variety of resources that can be used for Math Talks.

Note: the main difference between Number Talks and Math Talks, is that one allows students to use numbers flexibly leading them to fluency, develop number sense, and opportunities to communicate and reason with mathematics; the other allows for communicating and reasoning, building arguments to critique the reasoning of others, the use of logical thinking, and the ability to recognize different attributes to shapes and other figures and make sense of the mathematics involved.

Allowing students to come up with their own solutions and justifications.

Some lessons will include a rich task, or a project based learning, or a number problem (find 3 numbers whose product is 108).Students could drive the discussion and the teacher guides and facilitates the learning.” Trevor Mac Kenzie If the target for today’s lesson was to introduce the use a number line, for example, this is where the teacher will share that strategy as another possible way to solve today’s problem!This could also be a good time for any formative assessment, using See Saw, using exit slips, or any kind of evidence of what they learned today. By Trevor Mac Kenzie “The Zone of Proximal Development” Vygotsky, 1978 *** Here is a link to my favorite places to plan Math at SAS padlet, you will find a variety of resources, videos, articles, etc.This is the opportunity for students to work with partners or independently on the problem, making connections of what they know, and trying to use the strategy that makes sense to them.Always making sure to represent the problem with a visual representation.Or watch this video with Sherry Parrish to gain understanding about how Number Talks can build fluency with your students.Here are some videos of Number Talks so you can observe some of the main teaching moves.It can be any model that helps student understand what the problem is about.The job of the teacher during this time, is to walk around asking questions to students to guide them in the right direction, but without telling too much.We bring back our students to share how they solved their problem.Sometimes they share with a partner first, to make sure they are using the right vocabulary, and to make sure they make sense of their answer.

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