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Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project. Embedding Problem Solving in Our Classrooms: Engaging All Learners. Developing Excellence in Problem Solving with Young Learners.

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lynne mcclure jennie pennant bernard bagnall and liz woodham nrich project

Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz WoodhamNRICH Project

Embedding Problem Solving in Our Classrooms: Engaging All Learners

developing excellence in problem solving with young learners
Developing Excellence in Problem Solving with Young Learners

Jennie Pennant’s article suggests we can support children in becoming competent and confident problem solvers in three main ways:

  • Through choice of task
  • Through structuring the problem-solving process
  • Through explicitly and repeatedly providing children with opportunities to develop key problem-solving skills

http://nrich.maths.org/10865

slide5

What is the mathematical knowledge needed to tackle this activity?

What problem-solving skills did you use?

Who would it be for?

slide6

Hundred Square

http://nrich.maths.org/2397

slide7

What is the mathematical knowledge needed to tackle this activity?

What problem-solving skills did you use?

Who would it be for?

rich tasks

*

Rich Tasks
  • Have a relatively closed start but offer different responses and different approaches
  • Invite own questions
  • Combine fluency and reasoning
  • Reveal/provoke generalisations
  • Encourage collaboration and discussion
  • Are intriguing
  • May be accessible to all (LTHC)
low threshold high ceiling

*

Low Threshold High Ceiling
  • Suitable for whole range
  • Low entry point
  • Lots of choices in
    • method
    • response
    • recording
  • Learners can show what they CAN do, not what they can’t
  • High ‘finish’ possible
problem solving skills
Problem-solving Skills
  • Trial and improvement
  • Working systematically
  • Logical reasoning
  • Spotting patterns
  • Visualising
  • Working backwards
  • Conjecturing
slide12

Numbers 2-12.

Only one number used exactly twice

the problem solving process
The Problem-solving Process
  • Stage 1: Getting started
  • Stage 2: Working on the problem
  • Stage 3: Going further
  • Stage 4: Concluding
slide14

Getting started

try a simpler case draw a diagram

represent with model act it out

2. Working on the problem

visualise work backwards

reason logically conjecture

work systematically look for a pattern

trial and improvement

3. Going further

generalise verify prove

4. Concluding

communicate findings

evaluate

to summarise
To Summarise …

We can support children in becoming competent and confident problem solvers in three main ways:

  • Through choice of task
  • Through structuring the problem-solving process
  • Through explicitly and repeatedly providing children with opportunities to develop key problem-solving skills

http://nrich.maths.org/10865