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Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project

Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project. Embedding Problem Solving in Our Classrooms: Engaging All Learners. Developing Excellence in Problem Solving with Young Learners.

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Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz Woodham NRICH Project

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  1. Lynne McClure, Jennie Pennant, Bernard Bagnall and Liz WoodhamNRICH Project Embedding Problem Solving in Our Classrooms: Engaging All Learners

  2. Developing Excellence in Problem Solving with Young Learners Jennie Pennant’s article suggests we can support children in becoming competent and confident problem solvers in three main ways: • Through choice of task • Through structuring the problem-solving process • Through explicitly and repeatedly providing children with opportunities to develop key problem-solving skills http://nrich.maths.org/10865

  3. EYFS: Tidyinghttp://nrich.maths.org/early-years

  4. That Number Square! http://nrich.maths.org/8169

  5. What is the mathematical knowledge needed to tackle this activity? What problem-solving skills did you use? Who would it be for?

  6. Hundred Square http://nrich.maths.org/2397

  7. What is the mathematical knowledge needed to tackle this activity? What problem-solving skills did you use? Who would it be for?

  8. * Rich Tasks • Have a relatively closed start but offer different responses and different approaches • Invite own questions • Combine fluency and reasoning • Reveal/provoke generalisations • Encourage collaboration and discussion • Are intriguing • May be accessible to all (LTHC)

  9. * Low Threshold High Ceiling • Suitable for whole range • Low entry point • Lots of choices in • method • response • recording • Learners can show what they CAN do, not what they can’t • High ‘finish’ possible

  10. Problem-solving Skills • Trial and improvement • Working systematically • Logical reasoning • Spotting patterns • Visualising • Working backwards • Conjecturing

  11. Mystery Matrixhttp://nrich.maths.org/1070

  12. Numbers 2-12. Only one number used exactly twice

  13. The Problem-solving Process • Stage 1: Getting started • Stage 2: Working on the problem • Stage 3: Going further • Stage 4: Concluding

  14. Getting started try a simpler case draw a diagram represent with model act it out 2. Working on the problem visualise work backwards reason logically conjecture work systematically look for a pattern trial and improvement 3. Going further generalise verify prove 4. Concluding communicate findings evaluate

  15. Coded Hundred Squarehttp://nrich.maths.org/6554

  16. To Summarise … We can support children in becoming competent and confident problem solvers in three main ways: • Through choice of task • Through structuring the problem-solving process • Through explicitly and repeatedly providing children with opportunities to develop key problem-solving skills http://nrich.maths.org/10865

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