Problem Solving

Reflection 2

We went out on with a task at hand.

Exploring the environment around us to teach Mathematics to young children.

In some ways, it brought back memories of Math Challenges that you had to pay for in Primary and Secondary school.

 I could never phantom any question, thus not being able to answer any of the questions leading to frustrations and irritation, increasing angst feelings towards this subject.

We decided on The Cathay next to SOTA and because of the distance, we explored both areas.

We thought the lights in front of The Cathay were an interesting start to this task.

They were in groups of fives and Sharifah made connections to her Kindergarten Ones who were working on skip counting. With that in mind, when we looked around the environment the focus was to look for structures or materials which could be used to skip count in fives.

Floor under the lamps.

Tiles in different shapes and sizes.

Bars.

Pebbles.

Plants.

All we need are pieces of chalk enough for the children in the classroom to work on various areas.

This could also be continued on a multitude of stairs in front of SOTA.

Count till you drop!

Of course relating it to our text book, to find quality task and problem-based lessons, we need to "determine if an activity is a good fit for the content you are teaching" 

(Walle, Karp, & Bay-Williams, 2010)

Activity Evaluation and Selection Guide

Elementary & middle school mathematics, Figure 3.2, p.39 

Step1: How is the activity done?

Actively doing the activity, to get an understanding of:

 what we may need, 

what has to be recorded and

 what are the misconceptions the children may have. 

Doing the activity will allow us to perceive how the children will be involved and engaged in the activity as they are attempting to solve the problem.

Step 2: What is the purpose of the activity?

Mathematical ideas?

Concepts

Procedural skills

Possibilities of making connections to other concepts or ideas?

Step 3: Can the activity accomplish your learning goals?

The problem? Relation to identified Mathematical content?

Reflection involved? How?

Step 4: What must you do?

Planning for:

Connection to past knowledge

End goal / objectives

Questions to engage and provoke reflective thinking

Areas to discuss after lessons

Reflective Thought, 

Critical Thinking