Selecting and Sequencing Students' Solution Strategies

2016 ◽  
Vol 23 (4) ◽  
pp. 226-234 ◽  
Author(s):  
Erin M. Meikle
Keyword(s):  
Problem Solving ◽  
Solution Strategies ◽  
Class Discussions ◽  
Challenging Tasks ◽  
Whole Class ◽  
Fine Tune

For orchestrating whole-class discussions, note these suggestions to fine tune problem-solving techniques into cognitively challenging tasks.

Preservice Teachers' Competencies to Select and Sequence Students' Solution Strategies for Productive Whole-Class Discussions

2014 ◽  
Vol 3 (1) ◽  
pp. 27-57 ◽  
Author(s):  
Erin Meikle
Keyword(s):  
Middle School ◽  
Preservice Teachers ◽  
Methods Course ◽  
Class Discussion ◽  
Mathematical Learning ◽  
Solution Strategies ◽  
Challenging Tasks ◽  
Whole Class Discussion ◽  
Whole Class ◽  
The Moment

It can be difficult for teachers to make in-the-moment decisions about which solution strategies to cognitively challenging tasks should be included in the whole-class discussion (Stein, Engle, Smith, &s Hughes, 2008). Teachers can purposefully select and sequence the solution strategies to help create a whole-class discussion that promotes the mathematical learning goal. An intervention was implemented in a middle school methods course that aimed to understand preservice teachers' (PSTs') competencies in formulating rationales for their selecting and sequencing choices. Results from the intervention suggest that PSTs' sequencing rationales can be grouped into three categories.

Asking for more

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Annerose Willemsen ◽  
Myrte Gosen ◽  
Tom Koole ◽  
Kees De Glopper
Keyword(s):  
Analytic Study ◽  
Class Discussions ◽  
Whole Class

This paper addresses the ways in which teachers in whole-class discussions invite students to elaborate their previous turn. Our conversation analytic study uncovers that the teachers’ invitations are prompted by elicited as well as spontaneous student turns of both subjective and factual nature. While giving the students the space to expand on their previous turn, most invitations nevertheless steer towards a specific type of response, namely an account or explanation. Only incidentally, the invitations simply solicit a continuation. The fact that the invitations follow not only teacher-initiated, but also student-initiated contributions reflects the teachers’ attempts to foster an actual discussion framework in which they partly hand over control and in which the student contributions are taken up for further consideration.

Visualizing communication structures in science classrooms: Tracing cumulativity in teacher-led whole class discussions

2013 ◽  
Vol 50 (8) ◽  
pp. 912-939 ◽  
Author(s):  
Sami Lehesvuori ◽  
Jouni Viiri ◽  
Helena Rasku-Puttonen ◽  
Josephine Moate ◽  
Jussi Helaakoski
Keyword(s):  
Science Classrooms ◽  
Communication Structures ◽  
Class Discussions ◽  
Whole Class

Modification of Problem-Solving Strategies

1968 ◽  
Vol 27 (1) ◽  
pp. 127-134 ◽  
Author(s):  
Marguerite L. Young
Keyword(s):  
Problem Solving ◽  
Transfer Task ◽  
Search Strategies ◽  
Significant Loss ◽  
Automatic Programming ◽  
Effective Technique ◽  
Efficient Strategy ◽  
Solution Strategies ◽  
Procedural Change ◽  
Problem Solving Strategies

Three procedures for improving problem-solving performance by modifying search strategies were investigated. These were: (a) unaided experience, (b) experience plus exposure to strategies described only as a procedural change, and (c) experience plus exposure to strategies that were explicitly described as solution strategies. 10 Ss were tested under each condition on a series of 3-element conjunctive problems monitored by an automatic programming machine called HEPP. It was found that procedure (a), unaided experience, was the least effective technique for developing efficient search strategies. When problems of increased uncertainty were presented to Ss tested under this condition, the group showed a significant loss in problem-solving efficiency. Ss tested under procedure (b) also showed a loss in efficiency on the transfer task although the loss was not as great as that shown by Ss tested under procedure (a). The most effective method for modifying search strategies was procedure (c). Ss in this group changed to a more efficient strategy and were able to use the strategy to solve problems of increased uncertainty with almost no loss in efficiency of performance.

Facilitating Whole-Class Discussions in History: A Framework for Preparing Teacher Candidates

2017 ◽  
Vol 69 (3) ◽  
pp. 278-293 ◽  
Author(s):  
Abby Reisman ◽  
Sarah Schneider Kavanagh ◽  
Chauncey Monte-Sano ◽  
Brad Fogo ◽  
Sarah C. McGrew ◽  
...  
Keyword(s):  
Teacher Candidates ◽  
Class Discussions ◽  
Whole Class

Knowledge Needed by a Teacher to Provide Analytic Scaffolding During Undergraduate Mathematics Classroom Discussions

2009 ◽  
Vol 40 (5) ◽  
pp. 530-562 ◽  
Author(s):  
Natasha M. Speer ◽  
Joseph F. Wagner
Keyword(s):  
Content Knowledge ◽  
Mathematics Classroom ◽  
Theoretical Orientation ◽  
Teaching Experience ◽  
Experienced Teacher ◽  
Undergraduate Mathematics ◽  
Knowledge For Teaching ◽  
Class Discussions ◽  
Whole Class ◽  
And Mathematics

Using case study analysis and a cognitive theoretical orientation, we examine elements of knowledge for teaching needed by a mathematician to orchestrate whole-class discussions in an undergraduate mathematics classroom. The instructor, an experienced teacher and mathematics researcher, used an inquiry-oriented curriculum to teach a differential equations course for the first time after teaching it with traditional lecture methods for many years. Examples of classroom teaching and interview data demonstrate that, despite having extensive teaching experience and possessing strong content knowledge, some instructors may still face challenges when trying to provide analytic scaffolding to move whole-class discussions toward a lesson's mathematical goals. We also hypothesize several component practices necessary for the successful use of analytic scaffolding. Our analysis focuses on the relationship between the instructor's pedagogical content knowledge and specialized content knowledge and his capacity to enact these component practices during whole-class discussions.

Orchestrating Discussions

2009 ◽  
Vol 14 (9) ◽  
pp. 548-556
Author(s):  
Margaret S. Smith ◽  
Elizabeth K. Hughes ◽  
Randi A. Engle ◽  
Mary Kay Stein
Keyword(s):  
Student Responses ◽  
Class Discussions ◽  
Whole Class ◽  
Five Practices ◽  
High Level

Five practices constitute a model for effectively using student responses in whole-class discussions that can potentially make teaching with high-level tasks more manageable for teachers.

The Pizza Problem: A Solution with Sequences

2008 ◽  
Vol 14 (3) ◽  
pp. 176-181
Author(s):  
Kathryn G. Shafer ◽  
Caleb J. Mast
Keyword(s):  
Problem Solving ◽  
Education Majors ◽  
Preservice Education ◽  
Fall Semester ◽  
Mathematics Educator ◽  
Class Discussions

As a mathematics educator working with preservice education majors, one of my primary goals is to provide students with problem-solving experiences. This is accomplished through the use of the “problem of the week,” or POW. Each problem is selected with a different strategy in mind. The students work independently on one problem each week; suggestions and class discussions then occur when necessary. About a month into the fall semester, I assign the Pizza problem.

The use of open-ended question pictures in the mathematics classroom

2018 ◽  
Vol 4 (9) ◽  
pp. 1-9
Author(s):  
Mela Azizaa
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Multiple Solutions ◽  
Mathematics Classroom ◽  
Visual Representations ◽  
Mathematical Creativity ◽  
Whole Class ◽  
The Uk

Teachers have to ensure to pose open-ended questions that allow multiple solutions in a mathematics classroom regarding problem-solving and mathematical creativity. Teachers can use visual representations or pictures to ask open-ended questions in order to encourage students to be curious about finding possible answers. This research is focused on the use of open-ended question pictures, students’ responses and students’ mathematical creativity in response to the questions. This study used observation of a lesson that involved a teacher and twenty-seven class-three students (aged 7–8 years old) in a primary school in the UK. During the observation, a whole-class activity between the teacher and students was recorded and notes were also taken. There were three open-ended questions using pictures that the teacher orally posed during a lesson. The findings showed that open-ended question pictures could stimulate students’ responses and mathematical creativity. Keywords: Open-ended question pictures, representations.

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