PROBLEM OF PRACTICE: What does MATHEMATICAL PROBLEM SOLVING LOOK LIKE IN OUR CLASSROOMS?

  • Are students provided with opportunities to solve challenging problems?
  • What mathematical language and vocabulary are used across the school when students approach and​ solve challenging problems?
  • In what ways do students interpret problems, select and justify strategies, monitor their progress, and adapt their approach when needed?
  • How are students encouraged to reflect on, check and justify the reasonableness of their solutions?

THE PRESENTATION PREPARED BY CAROLYN WALLACE-WHELAN       Download your copy here

THE PRE-Round Task

The pre-round task asked network members to consider what high level mathematical problem solving looks like in practice. It began by asking participants to reflect on their current understanding  and then to read an elaboration from the syllabus. Then it required them to draw on their prior learning to select a resource that has shaped their individual learning and the network's collective understanding.  A recording sheet was provided.

DEVELOPING A COLLABORATIVE UNDERSTANDING

Following the sharing of the resources as above, small groups identified the emerging themes from across the resources.  Group responses were collated and the top 5 themes are displayed below.

EXPLORING THE FOUNDATIONS OF PROBLEM SOLVING: PROFESSIONAL READINGS

Three professional readings were provided for a small-group reading and discussion activity. They were:
  1. ​"The Impact of Vocabulary on Numeracy", Paul Swan
  2. "Teaching Problem Solving - High Impact Instructional Practices in Mathematics" , Ontario Ministry of Education
  3. " Working Mathematically", NSW Educational Standards Authority