problem solving: how can we do it better?

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Solving: How Can We Do It Better? September 20, 2012 Presented by Lois Williams, Ed.D. Tidewater Team College of William and Mary

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Problem Solving: How Can We Do It Better?. September 20 , 2012 Presented by Lois W illiams, Ed.D . Tidewater Team College of William and Mary. What do we know about problem solving?. Research. - PowerPoint PPT Presentation

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Page 1: Problem Solving: How Can We Do It Better?

Problem Solving:How Can We Do It Better?

September 20, 2012Presented by Lois Williams, Ed.D.Tidewater TeamCollege of William and Mary

Page 2: Problem Solving: How Can We Do It Better?

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What do we know about problem solving?

Page 3: Problem Solving: How Can We Do It Better?

Research

Students’ “ability to solve word problems falls far below their ability to compute.”(Burns, 2000)

Page 4: Problem Solving: How Can We Do It Better?

Research

• This discrepancy is not because children have poor computation or reading skills, but because children “do not know how to choose the correct operation to apply to the problem.” (Burns, 2000).

Page 5: Problem Solving: How Can We Do It Better?

Research

• The more problems you solve, the better the problem solver you become.

• Students construct their own rules for solving problems.

Page 6: Problem Solving: How Can We Do It Better?

Example

Megan had $45 on Monday. On Tuesday she earned $16 babysitting and on Thursday she earned $25 cutting grass. If she did not earn any more money that week, how much money did Megan have by Friday?

Megej khj $45 on mosnfn. Onjbf kishfbj knnb $16 njdfh skf ,mkldfhjkn jnjkjf m sjhe jkdhh $25

jhdfif ufhhjf . Jgdffjhdfb kfhdfkjhdfn ufhkjdhj fjkdhf ldjfhjhgnjfcnfi;zpfj iur eiy ?

Page 7: Problem Solving: How Can We Do It Better?

Example

• Mhe kjh ckikh kjh kj khk 96, 79 and 87 oj injhk kihe kjnj kjhej. Iohh lj ;pwe rfh kkkke h ?

• Megan received a 96, 79 and 87 on her most recent math quizzes. What is her average on these quizzes?

Page 8: Problem Solving: How Can We Do It Better?

Research

Students more accurately solve problems with diagrams than without.

Page 9: Problem Solving: How Can We Do It Better?

Research

• About one-fifth of students disagreed with the statement that a mathematical problem can be solved in different ways (Lindquist, 1989).

Page 10: Problem Solving: How Can We Do It Better?

Research

• Good problem solvers monitor their thinking regularly and automatically. This is called metacognition. (Schoenfeld, 1992)

• There is evidence that metacognitive behavior can be learned. (Garofalo, 1987; Thomas, 2006)

Page 11: Problem Solving: How Can We Do It Better?

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Strategies

Page 12: Problem Solving: How Can We Do It Better?

Key Word Strategy

What is it?Teaching students to scan a problem for

specific words that suggest an operation such as “in all” means “add”.

Page 13: Problem Solving: How Can We Do It Better?

Disadvantages of Key Word Strategy

1. Key words are often misleading. (Drake and Barlow, 2007)

There are three boxes of chicken nuggets on the table. Each box contains six chicken nuggets. How many chicken nuggets are there in all?

Page 14: Problem Solving: How Can We Do It Better?

Disadvantages of Key Word Strategy

2. Many problems have no key words.

The rope is 25-feet long. How many 7-foot jump ropes can be made?

Page 15: Problem Solving: How Can We Do It Better?

Disadvantages of Key Word Strategy

3. The key word strategy sends the wrong message about doing mathematics. (van de Walle, 2010)

What message are we trying to send?

Page 16: Problem Solving: How Can We Do It Better?

Working with Diagrams

Page 17: Problem Solving: How Can We Do It Better?

Working with Diagrams

THURS. FRIDAY SATURDAY SUNDAYSUPERMAN 234 250 275 200

SPIDERMAN 250 255 260 225

BATMAN 240 275 250 200

Page 18: Problem Solving: How Can We Do It Better?

Two-Step Problems

Tony bought three dozen eggs for 89 cents a dozen. How much was the bill?

How much change did Tony get back from $5?

Tony bought three dozen eggs for 89 cents a dozen. How much change did Tony get back from $5?

Page 19: Problem Solving: How Can We Do It Better?

Two-Step Problems

1. Give students a one step problem and have them solve it.

2. Before discussing the answer, have each child or group use the answer to the first problem to create a second problem.

3. Collect the second problems.4. Discuss answer to first.5. As a class, start answering the second

problems.

Page 20: Problem Solving: How Can We Do It Better?

Two-Step Problems

7. Select one first and second question. Put them on the board and show the students how to make a “hidden” question.

8. Have students do it.9. Share the “hidden question” problems with

the class. Ask students to solve AND identify the “hidden questions”.

Page 21: Problem Solving: How Can We Do It Better?

Singapore Bars

• 1995 TIMSS placed the United States and Singapore near the bottom of the list of countries in mathematics and science.

• The next TIMSS places Singapore in first place in mathematics.

What Happened?

Page 22: Problem Solving: How Can We Do It Better?

Singapore: Join/Separate(part/whole)

At the Virginia Museum of Art there are 135 European artists represented and 119 American artists represented. How many European and American artists are represented?

135 119

Page 23: Problem Solving: How Can We Do It Better?

Singapore: Difference(part/whole)

There are 253 artists represented in the Virginia Art Museum. 134 are European artists. The rest are Virginia artists. How many are Virginia artists?

253

? 134

Page 24: Problem Solving: How Can We Do It Better?

Singapore: Add/Subtract Comparison

154 women took part in an art competition. 25 fewer men than women took part. How many men took part in the competition?

154 women

? men25

Page 25: Problem Solving: How Can We Do It Better?

Singapore: Add/Subtract (comparison model)

154 women and 127 men took part in an artcompetition. How many more women than men

took part in the competition?

154 women

127 men?

Page 26: Problem Solving: How Can We Do It Better?

Singapore: x/÷ (part and whole model)

Lois saved $80 a week for 6 weeks. How much did she save altogether?

$80

Page 27: Problem Solving: How Can We Do It Better?

Singapore: x/÷(part/whole model)

Lois saved $120 in 6 weeks. How much did she save each week?

$120

Page 28: Problem Solving: How Can We Do It Better?

Singapore: x/÷ (part /whole model)

Lois saves $20 each week, How many weeks will it take her to save $120?

$120

$20

Page 29: Problem Solving: How Can We Do It Better?

Singapore: x/÷ (comparison model)

• There are 9 green apples. There are 3 times as many red apples as green apples. How many red apples are there?

9 9 9

9 green

Page 30: Problem Solving: How Can We Do It Better?

Singapore: x/÷(comparison model)

There are 27 red apples. There are 3 times as many red apples as green apples. How many green apples are there?

27 red apples

?

Page 31: Problem Solving: How Can We Do It Better?

Singapore: x/÷(comparison model)

There are 27 red apples and 9 green apples. How many times as many red apples as green apples are there?

9

27

Page 32: Problem Solving: How Can We Do It Better?

Singapore: Fractions

Lauren bought 24 flowers. 3/4 of them were white. How many white flowers did Lauren buy?

24

?

Page 33: Problem Solving: How Can We Do It Better?

Try One!

Alex spent 4/5 of his money on a storybook. The storybook cost $20. How much money did he have to begin?

Page 34: Problem Solving: How Can We Do It Better?

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Lois [email protected]