Wednesday, June 18, 2008

Mr Chua from NIE shared with us some aspects in using problem solving in our class, based on a constructivist approach.

Here is the scope of his sharing:
--> Problem posing strategies for Mathematics (a constructivist approach)

Math prompts:
a. Needs a prompt/ context
b. Algorithm
c. Time bound
d. Motivation to engage

What to look out for in a Math lesson:
a. Oral interaction
b. Written (create their problems and present them in class)
c. Active responses from the learners (suggests something about the teacher)

Key concerns:
a. How to pose good Qs?
b. What is needed to foster a culture of asking good Qs?

Why necessary?
1. For assessment/ classroom interaction/understanding/ engagement/creativity
2. For understanding /ownership of problems
3. Generic skills
4. To relate to a context
5. A form of evaluation/ gather feedback on the learners’ process

Nature:
a. Routine (solvable)
b. Non-routine (statements/meta problems/ unsolvable)
c. Teacher needs to provide the scaffolding (problem formulation/content/objectives etc)
d. Use of problem solving heuristics

STEMS:
a. Statement
b. Diagram/ picture

Types of Qs:
M ~ Modify the problem
E ~ Extend the problem (HML)
M ~ Max/Min problems (modify the problem/ adding constraints)
G ~ Generalization

SUMMARY:
a. Pick an interesting topic/Q/situation of interest
b. Impose your own conditions
c. Students’ presentation
d. Competition
e. Gallery walk on posed problems

I have attended problem solving workshops before. This time round, I gathered more concrete steps in HOW to go about constructing such problems. From a Sec Sch Tr's pov, I find it very refreshing as the conditions are usually few but concise.
For Pri school, I seem to gather that pupils not only must come out with a feasible method, they also need to have a certain command of EL to put the appropriate Mathematical terms in the questions. . . easier said than done.

I believe it's wiser to dispense such sums in small dosage...increase gradually so that the students are reasonably inspired to create their problems. For the teacher, she needs to be realistic about the pupils' abilities. A lot of scaffolding is needed before the pupils have the courage to venture into the unknown with the peers. If done correctly, the pupils will be more motivated to come out with the problems of their own.

They will be proud of their achievements and hopefully, be more willing to try questions or even pose questions to their peers.

I believe this approach will take a while to find its 'fans'... to overcome people's resistance. I believe more should be done to share with the educators/ parents that this is the buzz word for learners.

Having a corner for the best Math problem being posed sounds cool too! This will definitely spur the pupils to outwit one another in the search of creative questions and solutions.

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June 2008

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Innocence

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Innocence gone without my submission

Innocence lost through another’s plan
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Innocence disappears like dew in the sun
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Innocence ripped away too soon