Teacher resources and professional development across the curriculum

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Problem SolvingSession 03 Overviewtab atab btab ctab dTab eReference
Part E

Evaluating Problem Solving
  Make a Lesson Plan | Summing Up the Session | Final Journal

 
 

An effective problem-solving lesson should include several stages. In the lessons you viewed, you saw the teacher introduce the problem by making connections to students' previous experiences, both in and out of the classroom. After the problem was presented to the class, students went to work -- either in groups or individually. The teacher interacted by asking questions and occasionally modeling her thinking for the class. A key component of an effective lesson is for students to have a chance to share and compare their approaches, strategies, and solutions. In the end, it is helpful if the teacher carefully presents a brief summary of what has transpired.


Use the information you learned in this session to plan a lesson for one of your classes. Remember, for true problem solving to occur, a problem of mathematical significance should be selected, one such that at the outset no solution method is readily apparent. But at the same time, all students should have access to the problem. Students should build on their previous knowledge as they begin to solve the problem. A critical goal of the solution process is to deepen and extend students' understanding of the mathematical concepts, as well as develop their problem-solving expertise.


Use a problem you teach in your subject area, or select one of the samples from the Learning Math courses.

After you have created your lesson plan, use the Classroom Checklist (an Adobe PDF document) to evaluate it.

Next  Finish the session

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