helping children with problem solving chapter 6 tina rye sloan to accompany helping children learn...
TRANSCRIPT
Helping Children withProblem Solving
CHAPTER 6
Tina Rye SloanTo accompany Helping Children Learn Math9e, Reys et al.
©2009 John Wiley & Sons
Focus Questions• What is the difference between solving problems and
practicing exercises?
• What does it mean to teach math through problem solving? What “signposts” for teaching guide this approach?
• What types of problems can be used in teaching through problem solving?
• What strategies for problem solving are helpful for elementary students?
• Why is looking back such an important phase in problem solving? What questions should students learn to ask themselves when they are solving problems and reflecting on their solutions?
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem Types
•Problem-involves a situation in which the solution route is not immediately obvious
•Exercise-a situation in which the solution route is obvious
•Routine problem-the application of a mathematical procedure in the same way it was learned
•Non-routine problem-the choice of mathematical procedures is not obvious
Which terms are synonyms?
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Are these problems or exercises?15 rows of stamps. 8 stamps in each row. How many stamps?
24 packs of baseball cards.
8 cards in a package.
How many baseball cards?
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem Types (cont’d)
Try this. Is this a problem for you?
Use the numerals 0,1,2,3,4,5,6,7,8 to form a 3 by 3 square. The sum of the numbers in every row is 12. The sum of the numbers in every column is 12.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem Types (cont’d)
•Begin with the digits 1, 2 ,3, 4 ,5, 6, 7, 8, and 9. Use each digit at least once and form three four-digit numbers with the sum of 9636.
• ___ ___ ___ ___ +___ ___ ___ ___ + ___ ___ ___ ___ = 9636
Try this. Is this a problem for you?
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem Types (cont’d)
Signposts for Teaching Mathematics Through Problem Solving
Signpost 1: Allow Mathematics to Be Problematic for Students
Signpost 2: Focus on the Methods Used to Solve Problems
Signpost 3: Tell the Right Things at the Right Time
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Factors for Success in Problem Solving
• Instruction should build on what children already know.
•Engaging children in problem solving should not be postponed until after they have “mastered” computational skills.
•Children should be taught a variety of problem-solving strategies to draw from.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
• Children’s problem-solving achievements are related to their developmental level. Thus, they need problems at appropriate levels of difficulty.
•Factors which contribute to children’s difficulties with problem solving include knowledge, beliefs and affects, control, and sociocultural factors.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Factors for Success in Problem Solving
Choosing Appropriate Problems
•Consider including problems that: ▫Ask students to represent a mathematical idea in
various ways.▫Ask students to investigate a numeric or geometric
concept.▫Require students to estimate, or to decide on the
degree of accuracy required, or to apply mathematics to practical situations.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Choosing Appropriate Problems
•Consider including problems that: ▫Ask students to conceptualize very large or very small
numbers.▫Ask students to use logic, to reason, to test conjectures,
or to gauge the reasonableness of information.▫Ask students to perform multiple steps, or use more
than one strategy.▫Are open-ended.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Polya’s Model of Problem Solving
1. Understand the problem.
2. Devise a plan for solving it.
3. Carry out your plan.
4. Look back to examine your solution.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem-Solving Strategies
Act It OutMake a Drawing or Diagram
Look for a PatternConstruct a TableGuess and CheckWork Backward
Solve a Simpler or Similar Problem
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
The Horse Problem
A man buys a horse for $60, sells it for $70, buys it back for $80, and sells it for $90. How much does the man make or lose in the horse trading business?
Describe your strategy.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Problem-Solving Strategies
The Importance of Looking Back
•Some of the most important learning that results from problem solving occurs after the problem has been solved, when students look back at the problem, at the solution, and at how they found the solution.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
The Importance of Looking Back
•Look back at the problem.•Look back at the answer.•Look back at the solution process.•Look back at one’s own thinking.
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Helping All Students with Problem Solving
•Manage Time•Manage Classroom Routines•Manage Student Needs
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Interviewer: “Paco had 13 cookies. He ate 6 of them. How many cookies does Paco have left?”
Meredith: Fifth Month of Kindergarten
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews
Interviewer: “Carla has 7 candies. How many more candies does she need so that she will have 11 candies to share with her friends?” Allan: Fifth Month of First Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)
Interviewer: “Nineteen children are going to the circus. Five children can ride in each car. How many cars will be needed to get all 19 children to the circus?”
Clint: Fifth Month of Second Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)
Interviewer: “Robin has 3 packages of gum. There are 6 pieces of gum in each package. How many pieces of gum does Robin have altogether?”
Bill: Third Month of Third Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)
Interviewer: “Tad had 15 guppies. He put 3 guppies in each jar. How many jars did Tad put guppies in?”
Darla: Third Month of Third Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)
Interviewer: “Tad had 15 guppies. He put 3 guppies in each jar. How many jars did Tad put guppies in?” Ellen: Third Month of Third Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)
Interviewer: “Nineteen children are taking a mini-bus to the zoo. They will have to sit either 2 or 3 to a seat. The bus has 7 seats. How many children will have to sit three to a seat, and how many can sit two to a seat?”
Allison: Fifth Month of Fourth Grade
Reys/ Lindquist/ Lamdin/ Smith, Helping Children Learn Math,9th Edition, © 2009
Student Interviews (cont’d)