Teaching Trough Problem Solving

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3 types of approaches to Problem Solving

Teaching for Problem Solving

Teaching about Problem Solving

Teaching through Problem Solving

 Teaching for problem solving

Why mathematics teaching has not been successful for

many students in understanding or remembering
mathematics concepts?

Because teaching for problem solving

 Teaching about problem solving

4 Step Problem Solving Process

Problem Solving Strategies

 4 step problem solving process
1. Understanding the problem
2. Devising a plan.
3. Carrying out the plan.
4. Looking back.
 Problem solving strategies
Draw a picture
Look for a pattern
Guess and check
Make a table or chart
Try a simpler form of the problem
Make an organized list
Write an equation
Teaching through problem solving

What is a Problem? (Apa itu masalah?)

Features of a Problem (ciri-ciri masalah)

Examples of Problem (contoh-contoh masalah)

 What is a Problem?

A problem is defined here as any task or activity

for which the students have no prescribed or
memorized rules or methods, nor is there a
perception by students that there is a specific
correct solution method (Hiebert et al., 1997).

Routine Non-Routine
 Features of a Problem (ciri-ciri masalah)

It must begin where the students are

The problematic or engaging aspect of the problem
must be due to the mathematics that the students are
to learn.
It must require justifications and explanations for
answers and methods.
 Examples of Problem (contoh-contoh masalah)

Concepts (konsep)
Procedures (prosedur)
 Selecting Worthwhile Task
Levels of Cognitive Demand
Multiple Entry and Exit Points
Relevants Contexts
Using Textbooks
Levels of Cognitive Demand
Multiple Entry and Exit Points
 Relevants Contexts
Childrens Literature
Links to other Disciplines
 Using Textbooks

Standard Based Curriculum

Adapting a Non-Problem Based Task

 Orchestrating Classroom Discourse
Classroom Discussion
Questioning Considerations
Metacognition
How Much to Tell and Not to Tell
Classroom Discussion
 Questioning Considerations
1. The level of the question
2. Type of knowledge that is targeted
3. Pattern of questioning
4. Who is thinking of the answer
5. How you respond to an answer
Metacognition
 How Much to Tell and Not to Tell
Mathematical conventions
Alternative methods
Clarification or formalization of students
methods
 -Writing to Learn-
Graphic Organizers
Technology Tools in Writing
Graphic Organizers
Technology Tools in Writing
Equity and Teaching Through Problem Solving

Focuses students attention on ideas and sense making

Develops mathematical processes
Develops student confidence and identities
Provides a context to help students build meaning for the
concept
Allows an entry and exit point for a wide range of students
Allows for extensions and elaborationsEngages students so
that there are fewer discipline problems
Provides formative assessment data
Is a lot of fun!
 A Three Phase Lesson Format
1. The Before Phase of a Lesson
2. The During Phase of a Lesson
3. The After Phase of a Lesson
 The Before Phase of a Lesson
Activate Prior Knowledge
Be Sure the Problem is Understood
Establish Clear Expectation
 The During Phase of a Lesson
Lets Go!
Notice Students Mathematical Thinking
Provide Appropriate Support
Provide Worthwhile Extensions
 The After Phase of a Lesson
Promote a Mathematical Community of Learners
Listen Actively Without Evaluation
Summarize Main Ideas and Identrify Future
Problems
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