The Teachers' Role

Investing and Borrowing Money, Moodle Project

Completed as a requriement of the Masters of Learning Science and Technology course at the University of Sydney, 2007.

By Annette Culley:

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Teaching actions for problem solving (Adapted from Lester, Garofalo, & Kroll, 1989, P. 26)

 

Teaching Action Purpose

 

BEFORE

  1. Read the problem... Discuss words or illustrate the importance of reading phrases students may not understand carefully; focus on special vocabulary

  2. Use whole-class discussion to focus on Focus on important data, clarification importance of understanding the problem process

  3. (Optional) Whole-class discussion of Elicit ideas for possible ways to solve possible strategies to solve a problem the problem

 

DURING

  1. Observe and question students to Diagnose strengths and weaknesses determine where they are.

  2. Provide hints as needed Help students past blockages.

  3. Provide problem extensions as needed Challenge early finishers to generalize.

  4. Require students who obtain a solution Require students to look over their work to "answer the question" and make sure it makes sense.

 

AFTER

  1. Show and discuss solutions Show and name different strategies

  2. Relate to previously solved problems Demonstrate general applicability of or have students solve extensions problem solving strategies

  3. Discuss special features, e.g. pictures Show how features may influence approach

 

 

 

Its classroom recommendations were that the teacher:

 

·        Model problem-solving behavior whenever possible, exploring and experimenting along with students.

·        Create a classroom atmosphere in which all students feel comfortable trying out ideas.

·        Invite students to explain their thinking at all stages of problem solving.

·        Allow for the fact that more than one strategy may be needed to solve a given problem and that problems may require original approaches.

·        Present problem situations that closely resemble real situations in their richness and complexity so that the experience that students gain in the classroom will be transferable.
(California State Department of education, 1985, p. 14.)

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