Mathematics and Society - OS X Lion Server

DIDACTICSTEACHING VIA PROBLEM SOLVING2. Look at the word problems in one of your textbooks. (a. How many types are in a typical list of word problems?b. Do the settings for the word problems seem interesting? What are the characteristicsof "interesting" settings?3. Students may bring in problems that you can't solve. Plan how you can handlesuch episodes for maximal teaching value.4. Brainstorm with students and other teachers for ways to help students becomebetter problem solvers.5. Since the Keil [1965] results wereso favorable (seep. 14), you maywish to try the same approach withyour students.a. Make up a page like the one tothe right from FRACTIONS:Mixed Operations in NumberSense and Arithmetic Skills,Mathematics Resource Project.CDtJORdJeSS ~Pcblcmsb. Select several pages fromMATHEMATICS AND ENVIRONMENT touse as bases for the studentsto make up their own problems.(Recall that they are also tosolve the problems.)••(6. As was indicated above, you can find at least verbal support for both thesepositions: i. choose familiar situations as sources of problems.ii. choose "exciting" situations as sources of problems.a. What is your position? (Fence-straddling is all right.)b. What are some "familiar situations" to students in your school community?c. What are some problem settings that would be "exciting" to your students?You may be able to get some ideas by asking your most advanced class towrite some exciting word problems for younger students.7. (Discussion) Students with an attitude of inferiority about mathematics problemsmay tend to work more slowly because of lack of confidence and to give up tooSOOn because of a certainty they can't solve the problem. What might you do forsuch students • • •a. during problem~solving seat work?b. during tests? (Do you base the problem~solving portions of your tests onspeed or on power?)(36