As discussed in Section A, problem solving is not easily defined and is open to individual interpretation. However, it can be argued that problem solving involves a journey from problem to solution via a reasoned and logical route. In order to strategize, children require time to consider the problem, test out ideas and engage in collaboration and discussion (Pennant, 2013). By providing children with time, the teacher enables children to adjust and adapt their ideas, furthermore, the collaborative process supports children to take mathematical risks (Pennant, 2013).
During placement I worked with a year 5/6 group, over the course of placement we explored a variety of problem solving activities involving pictures, patterns and word problems. Children were enthusiastic regarding the activities, however, the boys became frustrated quicker than the girls. Nevertheless, I was able to encourage the children to persevere by offering encouragement and support where needed (appendix 5 – evidence of encouraging children’s perseverance). Lester (1994) suggests that a child’s attitude and beliefs regarding problem solving have a direct influence …show more content…
Maths Mastery allows children to develop greater fluency and understanding by providing focussed learning over a longer time-period (Stripp, 2014; Mathematics Mastery, 2016). When students are confident in their problem-solving strategies they are then able to step into problems independently (Pennant, 2013). Whilst working on the shape problem a considerable amount of mathematical dialogue was used in the process of deducing the sequential shape pattern (Appendix - transcribed conversation on problem solving). Children were able to record their findings on whiteboards and were also photographed and recorded on video (Appendix 1 – photographs of problem solving
During placement I worked with a year 5/6 group, over the course of placement we explored a variety of problem solving activities involving pictures, patterns and word problems. Children were enthusiastic regarding the activities, however, the boys became frustrated quicker than the girls. Nevertheless, I was able to encourage the children to persevere by offering encouragement and support where needed (appendix 5 – evidence of encouraging children’s perseverance). Lester (1994) suggests that a child’s attitude and beliefs regarding problem solving have a direct influence …show more content…
Maths Mastery allows children to develop greater fluency and understanding by providing focussed learning over a longer time-period (Stripp, 2014; Mathematics Mastery, 2016). When students are confident in their problem-solving strategies they are then able to step into problems independently (Pennant, 2013). Whilst working on the shape problem a considerable amount of mathematical dialogue was used in the process of deducing the sequential shape pattern (Appendix - transcribed conversation on problem solving). Children were able to record their findings on whiteboards and were also photographed and recorded on video (Appendix 1 – photographs of problem solving