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Incorporating Problem-Solving and Critical Thinking in Mathematics: Engaging Interdisciplinary Activities

This session focuses on creating mathematics activities that integrate problem-solving, critical thinking, and interdisciplinary approaches. Learn how to develop tasks that spark curiosity, promote student interaction, and encourage multiple solutions while enhancing mathematical processes. Discover strategies for implementing activities throughout the unit to foster a positive disposition towards mathematics and deepen understanding.

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Incorporating Problem-Solving and Critical Thinking in Mathematics: Engaging Interdisciplinary Activities

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  1. Incorporating Problem Solving, Critical Thinking and Interdisciplinary Activities in Mathematics Class May 17, 2011 District Curriculum In-Service Stephanie Schwab

  2. Today’s Objective • Teachers will create mathematics activities that incorporate problem solving, critical thinking and other disciplines.

  3. What is problem solving and critical thinking? Being able to • Approach problems in a systematic manner • Solve problems in more than one way • Select appropriate solution strategies and implement them accurately

  4. Activities Should • Fit the theme of the unit • Focus on math processes • Permit teacher to facilitate • Promote student interaction and discussion • Require documentation/defense of work • Bundle mathematical thinking, concepts and skills with another discipline when appropriate

  5. Activities Should • Spark students’ curiosity • Encourage speculation and investigation • Not be structured like a recipe or walk students through unfamiliar territory step by step • Have more than one answer • Be completed by individuals or small groups • Require reflection & communication • Accommodate variety of learning styles • Focus on upper tiers of Bloom’s Taxonomy

  6. What are mathematical processes? • Problem solving • Communication of mathematical ideas in meaningful classroom discourse • Making connections across topics and to contexts • Reasoning about and justifying solutions • Developing a positive disposition toward mathematics • Creating and sharing multiple representations of mathematical concepts and procedures

  7. How/When do I implement activities? • Assign at the beginning of the unit to be completed by the end of the unit • Assign as a culminating project for the unit • Keep in a box in corner of room for students to complete when done with that day’s work • Use in place of lesson when student has demonstrated they have secured the concepts • However you deem appropriate

  8. The Next Step • Websites for activities • http://illuminations.nctm.org/ • http://pdesas.org/ • http://www.mathwire.com/archives/enrichment.html • http://nrich.maths.org/public/ • Group Assistants

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