Welcome to
Module 2
Teaching
Through
Problem
Solving
1
Getting Started
Module 2 focuses on the importance of problem
solving, and on teaching through problem
What do you think? solving. Module 3 will explore teaching about
problem solving.
Problem solving is a goal of learning
mathematics and also a means of doing so.
Problem solving allows students to explore,
develop, and apply their understanding of
mathematical concepts.
2
Key Messages
The primary goal of
problem solving is
making sense of
mathematics.
3
Key Messages
Teachers have a responsibility to
promote the experience of
problem-solving strategies in their
classrooms, and to foster in their
students a positive attitude
towards problem solving.
4
Key Messages
Problem solving is not only a goal
of learning mathematics but also a
major means of doing so.
Problem solving should be the
mainstay of mathematical teaching.
5
Key Messages
The problem-solving processes that
Kindergarten students will use look very
different from those that Grade 3 students use.
Initially, students will rely on intuition. With
exposure, experience, and shared learning they
will formalize an effective approach to solving
problems by developing a repertoire of
problem-solving strategies that they can use
flexibly when faced with new problem-solving
situations.
6
Key Messages
Problems serve two main purposes: to
explore, develop, and apply conceptual
understanding of a mathematical concept
(teaching through problem solving); and
to guide students through the
development of inquiry or problem-
solving processes and strategies (teaching
about problem solving).
7
Key Messages
The teacher’s role as
facilitator is crucial in the
provision of an effective
problem-solving
experience.
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Let’s do a problem together…
Who will win the third round of tug-of-war?
Round 1: On one side are four handsome frogs, each of
equal strength. On the other side are five fairy godmothers,
also of equal strength. The result is a tie.
Round 2: On one side is a fire-breathing dragon. It is pitted
against two of the fairy godmothers and one handsome
frog. Again, it’s a draw.
Round 3: The fire-breathing dragon and three fairy
godmothers are on one side and the four handsome frogs
are on the other.
Who will win the third round?
9
Working on It
How did you feel?
Complete BLM 2.1,
then share your thoughts
with a partner.
10
Think-Pair-Share
Think-Pair-Share is a cooperative
learning strategy in which participants
think about a question (issue,
situation, idea, etc.), then share their
thoughts with a partner. It is a simple
strategy that can be easily
incorporated into almost any form of
instruction.
11
The Importance of Problem Solving
Children naturally and intuitively solve
problems in their everyday lives. They
seek solutions to sharing toys with
friends and build elaborate structures in
their play. Teachers who use problem
solving as the focus of their mathematics
class help their students to develop and
expand these intuitive strategies.
12
The Importance of Problem Solving
With exposure, experience, and
shared learning, children will
develop a repertoire of problem-
solving strategies that they can use
flexibly when faced with new
problem-solving situations.
13
Routine and Non-Routine Problems
Routine problems:
One- or two-step simple word problems
Problems that require mathematical
Non- analysis and reasoning;
routine many non-routine problems
can be solved in more than one way,
problems: and may have more than one solution.
14
Attitude is Everything!
Since beliefs influence
behaviour, students need to
believe that they are capable of
solving problems.
15
When children become effective problem solvers,
they reap the benefits of:
understanding and practising
skills in context;
being able to make hypotheses,
experiment, draw conclusions,
and use trial and error;
using flexible representations
to help them solve problems;
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When children become effective problem solvers,
they reap the benefits of:
wondering about and
questioning situations in their
world;
persevering in tackling new
challenges;
formulating and testing their
own explanations;
communicating their
explanations and listening to
others’ explanations;
17
When children become effective problem solvers,
they reap the benefits of:
participating in open-ended
experiences that have a clear
goal but a variety of solution
paths;
developing strategies that can
be applied in new situations;
collaborating with others to
develop new strategies; and…
18
When children become effective problem solvers,
they reap the benefits of:
finding enjoyment in
mathematics!
I can count by 5’s while I’m skipping!
5, 10, 15, 20, 25, 30, 35, …
I can put my face in the
water and count to 17!
Watch!
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Problem solving should permeate our
mathematics teaching.
Problem solving should be
the mainstay of
mathematical teaching and
should be used as the basis
for mathematical instruction.
20
Teaching Through Problem Solving
Inside-Outside Circle
Form 2 concentric
circles, one circle of
people inside the other,
with the inside circle
facing the outside circle.
21
Teaching Through Problem Solving
Explain to your partner
what you think
teaching through
problem solving
means.
22
Teaching Through Problem Solving
Outside circle, rotate
counter-clockwise
past two people.
23
Teaching Through Problem Solving
Describe to your new
partner what
instructional
implications you think
teaching through
problem solving would
have.
24
Teaching Through Problem Solving
Outside circle, rotate
counter-clockwise
past two people.
25
Teaching Through Problem Solving
Identify one advantage of
and one obstacle to
designing a program that
teaches through problem
solving.
26
Teaching Through Problem Solving
Teaching Through Problem Solving
The Three-Part Problem-Solving Lesson
Getting Started Working on It Reflecting and Connecting
(preparing for learning) (facilitating learning) (reflecting on, extending,
and consolidating learning)
27
Getting Started( preparing for learning)
The Getting Started part
of the lesson allows the
teacher to engage all
students as they explore
a new mathematical
concept in a familiar
context.
28
Getting Started (preparing for learning)
The teacher presents the problem and
any pertinent information needed to
solve the problem. Initial instructions
for completion of the task are clearly
outlined. Before the students are sent
off to work, the teacher checks to
ensure that they understand the
problem.
29
Working on It (facilitating learning)
The teacher facilitates learning by:
providing situations
in which students
try their own
strategies;
30
Working on It (facilitating learning)
offering guidance
and redirection
through
questioning;
31
Working on It (facilitating learning)
providing assistance to
those who require it,
and allowing the other
students to solve the
problem
independently.
32
Reflecting and Connecting
(reflecting on, extending, and consolidating learning)
The teacher leads a discussion in which
students share their strategies and consider
different solutions to the problem. Time is
allocated for the sharing of several
examples. This discussion validates the
various strategies used, and consolidates
learning for students.
33
Reflecting and Connecting
(reflecting on, extending, and consolidating learning)
The discussion, questioning, and
sharing that occurs allows students to
make connections with their own
thinking and to internalize a deeper
understanding of mathematical
concepts.
34
Problem-Solving Vignette
Read the vignette on pp. 5.9- 5.15 of
the guide.
In your section of the place mat,
record important ideas about teaching
through problem solving as illustrated
in the vignette.
Summarize your group’s ideas in the
Session 1a.34
centre on your place mat.
35
The Teacher’s Role
A Jigsaw Activity
1. Providing appropriate and challenging
problems (pp.5.16– 5.19)
2. Supporting and extending learning (pp.
5.19–5.20)
3. Encouraging and accepting students’
strategies (p. 5.21)
4. Questioning and prompting students (pp.
5.21–5.23)
5. Using think-alouds (p. 5.23)
36
Reflecting and Connecting
Suppose…
A new teacher has recently read the
Guide to Effective Instruction in
Mathematics, Kindergarten to
Grade 3, 2004, and is eager to begin
to teach using a problem-solving
approach.
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Reflecting and Connecting
The teacher teaches a problem-solving lesson
and comes back to discuss it with you. She is
upset and disappointed that the lesson did not
work and feels that the more traditional
approach to teaching mathematics would be
a better idea.
How would you respond?
38
In Your Classroom…
Find a closed problem from a
textbook and revise it to make it
into a richer, more open-ended
problem.
Try the problem with your class.
(Use pp. 5.16–5.19 for advice on
modifying problems.)
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