lynne mcclure, jennie pennant, bernard bagnall and liz woodham nrich project
DESCRIPTION
Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project. Embedding Problem Solving in Our Classrooms: Engaging All Learners. Developing Excellence in Problem Solving with Young Learners. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/1.jpg)
Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham
NRICH Project
Embedding Problem Solving in Our Classrooms: Engaging All
Learners
![Page 2: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/2.jpg)
Developing Excellence in Problem Solving with Young Learners
Jennie Pennant’s article suggests we can support children in becoming competent and confident problem solvers in three main ways:
• Through choice of task• Through structuring the problem-solving process• Through explicitly and repeatedly providing children
with opportunities to develop key problem-solving skills
http://nrich.maths.org/10865
![Page 3: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/3.jpg)
EYFS: Tidyinghttp://nrich.maths.org/early-years
![Page 4: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/4.jpg)
That Number Square! http://nrich.maths.org/8169
![Page 5: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/5.jpg)
What is the mathematical knowledge needed to tackle this activity?
What problem-solving skills did you use?
Who would it be for?
![Page 6: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/6.jpg)
Hundred Squarehttp://nrich.maths.org/2397
![Page 7: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/7.jpg)
What is the mathematical knowledge needed to tackle this activity?
What problem-solving skills did you use?
Who would it be for?
![Page 8: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/8.jpg)
Rich Tasks • Have a relatively closed start but offer
different responses and different approaches
• Invite own questions• Combine fluency and reasoning• Reveal/provoke generalisations • Encourage collaboration and discussion• Are intriguing• May be accessible to all (LTHC)
*
![Page 9: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/9.jpg)
Low Threshold High Ceiling• Suitable for whole range• Low entry point• Lots of choices in
• method • response• recording
• Learners can show what they CAN do, not what they can’t
• High ‘finish’ possible
*
![Page 10: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/10.jpg)
Problem-solving Skills
• Trial and improvement• Working systematically• Logical reasoning• Spotting patterns• Visualising• Working backwards• Conjecturing
![Page 12: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/12.jpg)
Numbers 2-12. Only one number used exactly twice
![Page 13: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/13.jpg)
The Problem-solving Process
• Stage 1: Getting started• Stage 2: Working on the problem• Stage 3: Going further• Stage 4: Concluding
![Page 14: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/14.jpg)
1. Getting started
try a simpler case draw a diagram
represent with model act it out
2. Working on the problem
visualise work backwards
reason logically conjecture
work systematically look for a pattern
trial and improvement
3. Going further
generalise verify prove
4. Concluding
communicate findings
evaluate
![Page 15: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/15.jpg)
Coded Hundred Squarehttp://nrich.maths.org/6554
![Page 16: Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project](https://reader035.vdocuments.site/reader035/viewer/2022062407/56812cb5550346895d91684d/html5/thumbnails/16.jpg)
To Summarise …
We can support children in becoming competent and confident problem solvers in three main ways:
• Through choice of task• Through structuring the problem-solving process• Through explicitly and repeatedly providing
children with opportunities to develop key problem-solving skills
http://nrich.maths.org/10865