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ED1635 Lecture Notes - Lecture 1: Mathematics Education, Numeracy

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blackmacaw350
1 Jun 2018
School
UNDA, NDA
Department
Education
Course
ED1635
Professor
Derek

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Mathematics - Tutorial 12 - Week 12
Problem Solving
What is problem solving
- Every subject has three elements
Learning the content and the skills
Applying the content and skills
Making decisions about which content and skills to apply
- The third element is the creative part and involves higher order thinking skills
Problem Solving
- Places the focus of the students’ attention on ideas and sense making
- Develops the belief in students that they are capable of doing mathematics and that mathematics makes
sense
- provides ongoing assessment data that can be used to make teaching decisions, help students succeed
and inform parents.
- develops ‘mathematical power’; students make decisions about what maths to use and how to use it
(they take control)
- allows an entry point for a wide range of students.
- A problem-based approach engages students so that there are fewer discipline problems.
Proficiency Strand - Problem Solving
- Students develop the ability to make choices, interpret, formulate, model and investigate problem
situations, and communicate solutions effectively.
Teaching Problem Solving
- Students need to be explicitly taught how to solve problems – it doesn’t come naturally
- Teaching them maths knowledge and skills is not sufficient to enable them to solve problems requiring
these
Problem Type One
- Brain teasers
- These include magic squares and counter puzzles
Problem Type Two
- Word problems often from real-life situations demanding mathematics and/or numeracy
- Some teachers do not understand hat numeracy is mostly problem-solving, requiring students to bring all
their mathematics knowledge to a situation and choosing the maths needed based on their
understanding of context, purpose and audience
- They teach their students maths, and hope they will be able to apply it on their own in different contexts
Independent Application of Mathematics
Application Framework
- Seeing (Understand)
Understanding the context
Involves comprehending what is read
Involves making decisions about purpose and audience
Best done by asking questions such as:
What do I know; what information can I get from reading the problem?
What do I need to find out?
What do all the words mean? How can I find out?
Do I have all the tools/methods/time that I need?
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Document Summary

Making decisions about which content and skills to apply. The third element is the creative part and involves higher order thinking skills. Places the focus of the students" attention on ideas and sense making. Develops the belief in students that they are capable of doing mathematics and that mathematics makes sense. Provides ongoing assessment data that can be used to make teaching decisions, help students succeed and inform parents. Develops mathematical power"; students make decisions about what maths to use and how to use it (they take control) Allows an entry point for a wide range of students. A problem-based approach engages students so that there are fewer discipline problems. Students develop the ability to make choices, interpret, formulate, model and investigate problem situations, and communicate solutions effectively. Students need to be explicitly taught how to solve problems it doesn"t come naturally. Teaching them maths knowledge and skills is not sufficient to enable them to solve problems requiring these.

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