- How we set problems to solve
- How we phrase our prompts and questions
- Which parts of a word problem to we spend time on teaching
- Which parts are redundant - not useful
This links to what I have found in parts of my inquiry. The teacher's ability to articulate mathematical operations through to problem solving is significant in the learner's ability to advance in maths. Where a teacher creates tasks effectively, use of correct terminology and mindfulness of scenarios learners may come up with - the thinking process of students is set up with greater stability. The thinking process taken will prompt a transfer of skills across strands.
Again I find myself reflecting on my own methods of setting up maths learning. The language and phrases I use in maths to prompt the solving of various maths problems. Jo Knox referred to the basics of how we describe fractions - what works and doesn't. The part that doesn't work - showed thinking processes that were very limited and did not support the transfer of knowledge into other strands. PD for myself - get explain ready for whatever scenarios students come up with in their efforts to problem solve.
The following are some helpful tips from Jo Knox's session.
- Some students in ratios use additive - stage 6
- We want to move into multiplicative
- ‘Launch’ of question. Ensure all students have access to understand the question. It’s not meant to trip up students. Explain different parts to allow students access to the question.
- Whatever your problem area. Do a 5 minutes piece with class daily. Maths wall could show the processes you want to teach.
- Who can find keywords? etc
- Where are the key numbers?
- Redundant? Who can find words that are NOT useful
- Do exercise to picture what you’re trying to ask WITHOUT numbers. E.g. ‘I have money in this pocket and some in this one...how much do I have’.
- Students will understand what operations you’re after BEFORE dealing with the numbers.