Mathematics Professional Development

Senior School TeachersSession 1: Teaching Through

Problem Solving

1

In this Session, teachers will:

Reflect on current views of teaching mathematics and what it means to ‘teach through problem solving’;

Engage in a lesson which is taught through problem solving

Analyze a lesson – noticing the attributes of the Framework

Essential Questions

What does it really mean to “Teach Through Problem Solving”?What are some of the attributes of an effective math lesson?How does the framework for teaching mathematics (Teaching Through Problem Solving) promote effective teaching?

4

Identify attributes of an effective math lesson.

A Vision for Learning Mathematics

…where students are confidently engaged in doing mathematics, problem solving,

reasoning, critical thinking, collaboration and inquiry. This classroom will feature teachers who intentionally facilitate a community of students with rigorous and relevant tasks,

building on student understanding and strategies to develop procedural and

conceptual knowledge. - National Mathematics Strategy

A Vision of Mathematics Education

5

6

National Mathematics Strategy

Ensure common framework for teaching emphasizing problem solving

Ensure access to effective, proven interventions

Ensure opportunities for rigorous, relevant tasks

Establish standards for use of high quality texts and resources

Provide professional development for coaching, content and instruction

Bermuda Framework for Teaching Mathematics

ENGAGE PHASE

Activate student thinking

(~20% of time in lesson

DOING MATHEMATICS PHASE

Students work on the task

(~50% of time in lesson) REFLECT & CONNECT PHASE

Students share understandings and strategies

Teacher facilitates discussion

(~20% of time in lesson)

BUILDING SKILLS PHASE

Mental Math/Skill Building

(~10% of time in lesson)

7

THE FIXED VOLUME

TASK

8

Engage in a Math Lesson

STUDENT

Saying and

DoingTEACHER

Saying and

DoingTASKRigour

and Relevanc

e

Observing the Mathematics ClassroomQuestions: What opportunities do students have to

discuss and share their own ideas and understandings of the mathematics?

How does the teacher elicit prior knowledge from the students?

How does the teacher use the prior knowledge of the students to build new ideas and understanding of concepts?

Which strategies does the teacher use to check for understanding?

What types of questions do(es) the teacher/students ask?

How do the tasks/problems presented by the teacher lend themselves to students’ discovery of important mathematical concept or further development of an understanding of concepts?

How rigorous and relevant were the tasks?

10

Observing a Math Lesson

ENGAGE

DOING MATHEMATICS

REFLECT AND CONNECT

Which attributes of an effective mathematics lesson did you observe?

Which elements of the Bermuda Framework for Teaching Mathematics did you notice? How was the lesson ‘taught through Problem Solving’?

11

Observing a Lesson

PD - Exit CardEQ:1. What does it really mean to “Teach Through

Problem Solving”?2. What are some of the attributes of an

effective math lesson?3. How does the framework for teaching

mathematics (Teaching Through Problem Solving) promote effective teaching?

Teacher Actions:4. How will you teach through problem

solving?

Reading: Chapter 2 – JVdW Teaching Through Problem Solving

Actions: How will you ‘teach through problem solving’?

Which instructional practice would you like to focus on?

Reflection response: Reflect on how you taught through problem solving. Describe briefly your ‘three-part lesson’ . How did it go? How did your students respond?

Before our next session: Go to http://www.myteacherpages.com/webpages/mathscience/forms.cfm

Complete form – Senior School: Teaching Through Problem Solving – Session 1

Teacher Reflection & Assignment

13

Cambridge International Examinations (CIE). Cambridge IGCSE Syllabus 2016. Retrieved September 2014, from http://www.cie.org.uk/

National Council of Teachers of Mathematics (NCTM). Process Standards of Mathematics. Retrieved September 2012, from http://www.nctm.org/standards/content.aspx?id=322

Van de Walle, J., Karp, K. S., & Bay-Williams, J. M. (2014). Elementary and Middle School Mathematics: Teaching Developmentally: The Professional Development Edition for Mathematics Coaches and Other Teacher Leaders. Boston: Pearson Education Inc.

References

14