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Problem-solving approaches to teaching and learning in Maths

Problem-solving approaches to teaching and learning in Maths. Fran Wilson. What does is mean to be good at Maths?. You can analyse problems You can interpret descriptions You can work out what you don’t understand You can see when different ways of showing something are related

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Problem-solving approaches to teaching and learning in Maths

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  1. Problem-solving approaches to teaching and learning in Maths Fran Wilson

  2. What does is mean to be good at Maths?

  3. You can analyse problems You can interpret descriptions You can work out what you don’t understand You can see when different ways of showing something are related Having these skills will mean that: You see how things work in general You are good at explaining what you think You ask good questions What does it mean to be good at Maths?

  4. Which will mean that: You can work out which method you should use You can make links to reallife You can work out a way to improve So that: You can find a way to solve problems. What it means to be good at Maths?

  5. Two schools in central Cambridge –Coleridge CC and Parkside CC Differing demographic of catchment Very different achievement levels in Maths Coleridge A*-C – 33%, Parkside A*-C – 75%(2005 cohort – first year of federation) Very different styles of organisation and teaching. Parkside Federation

  6. Mixed-ability classes Pupil-centred exploration Problem solving Discussion and groupwork Thinking Maths Three part lesson focusing on cognitive progress/ learning styles Parkside CC

  7. Classes set by ability Teacher-led instruction based teaching and learning Three-part lesson focusing on curriculum content Practice heavy activities Coleridge CC

  8. Students learn better from each other than from their teacher Students have the ability to solve problems if they are given the time to think about them Students need to be able to work out what to do independently to create their own scaffolding Ethos for Learning

  9. Resolving conflict may require students to struggle Discussing methods is crucial to increasing understanding All students can benefit from the progress of some students Students can approach learning in different ways Ethos for Learning

  10. Teachers help students to develop group work strategies by allocating roles Students discuss how they’ve worked on their role in the plenary Students set targets in their group on how they will improve how they work together in the future Ethos for Group Work

  11. Each member of the group takes or is given one of the following roles: Organiser Resource Manager Inclusion Understanding The plenary is then used to discuss how the group worked together, which roles they did well and which they need to work on to improve. Group Roles

  12. For example – first problem of the topic

  13. What did your group do well today? Did it help to have the group roles? How? What could your group do better in the future? Plenary

  14. Realisation that you don’t have all the information that you need Identification of what information is needed Different strategies for working together Successful completion of some of the task Discussion of process What happened?

  15. Excerpts from a lesson

  16. The answers!

  17. Students more open to working things out for themselves Developing confidence in solving problems Greater commitment to achievement More positive approach to maths lessons Higher aspirations and belief All SEN students included into lessons and on track for FFT estimates Better results! The changes

  18. Coleridge Results - GCSE

  19. Introducing to a new department What does is mean to be good at Maths? How to teach effectively using group roles? What activities can be used? Reflection and review

  20. Introduction of the group roles Use of discussion and plenary in lessons – centre’s development on students taking responsibility for learning Joint planning, teaching, observation and review of group lessons in department development time Effective Group Work

  21. Issues and Concerns

  22. Establishing group work early on with a group – how would you set up the first ever group lesson with a new class?

  23. How to challenge students who see group work as a ‘day off’?

  24. How to group mixed ability groups so all levels are learning and achieving?

  25. How to organise seating arrangements in a disruptive class (difficult to keep control if not seated in rows)

  26. fwilson@parksidefederation.org.uk Nrich May Issue The Elephant in the Classroom – Jo Boaler More information?

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