lynne mcclure, jennie pennant, bernard bagnall and liz woodham nrich project
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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. - PowerPoint PPT PresentationTRANSCRIPT
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
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
EYFS: Tidyinghttp://nrich.maths.org/early-years
That Number Square! http://nrich.maths.org/8169
What is the mathematical knowledge needed to tackle this activity?
What problem-solving skills did you use?
Who would it be for?
Hundred Squarehttp://nrich.maths.org/2397
What is the mathematical knowledge needed to tackle this activity?
What problem-solving skills did you use?
Who would it be for?
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• 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
• Trial and improvement• Working systematically• Logical reasoning• Spotting patterns• Visualising• Working backwards• Conjecturing
Mystery Matrixhttp://nrich.maths.org/1070
Numbers 2-12. Only one number used exactly twice
The Problem-solving Process
• Stage 1: Getting started• Stage 2: Working on the problem• Stage 3: Going further• Stage 4: Concluding
1. 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
Coded Hundred Squarehttp://nrich.maths.org/6554
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