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2007 Over view Building Math in the classroom - Teaching Through Problem-Solving -

Learn effective problem-solving methods in math teaching, incorporating Polya’s phases and engaging activities to strengthen mathematical skills.

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2007 Over view Building Math in the classroom - Teaching Through Problem-Solving -

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  1. 2007 OverviewBuilding Math in the classroom- Teaching Through Problem-Solving - Akihiko Takahashi, Ph.D. DePaul University, Chicago IL Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  2. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  3. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  4. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  5. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  6. Washlet Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  7. NCTM’s view of problem solving • Problem solving means engaging in a task for which the solution method is not known in advance. • Problem solving is an integral part of all mathematics learning, and so it should not be an isolated part of the mathematics program. • Choosing worthwhile problems and mathematical tasks • There are many, many problems that are interesting and fun but that may not lead to the development of the mathematical ideas that are important for a class at a particular time. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  8. Problem Solving Based on Polya’s (1945) four phases of problem solving work • A Simplistic Interpretation • Problem Solving as an approach to develop problem-solving skills and strategies. • Problem-solving lessons • For developing problem-solving skills and strategies • often end when each student comes up with a solution to the problem. (show and tell) • Teaching through Problem Solving(PSSM) • Problem solving as a powerful approach for developing mathematical concepts and skills. • Problem-solving lessons • throughout the curriculum in order to develop mathematical concepts, skills, and procedures. • Students’ discussion becomes important Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  9. One of the focal points In the middle school is to write, interpret, and use mathematical expressions and equations to solve problems (NCTM, 2006) • One of the challenges for the students is to write mathematical expressions that correspond to a given situation. Sometimes students may be reluctant to write mathematical expressions because they often try to find the answer by simply carrying out calculations and cannot see the merits of writing mathematical expressions. In order to overcome students’ reluctance to write mathematical expressions, therefore, it is important that they learn how writing mathematical expressions can help them to solve problems. • When designing such problem-solving lesson, it is important to keep in mind that solving a problem is a process for providing an opportunity for students to appreciate that writing, interpreting, and using mathematical expressions. Therefore, the flow of the lesson should not solely focus on finding the correct answer, but also the process of solving the problem. Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  10. An Example of a worksheet for “Problem Solving” • You are selling ice cream from a cart. You sell ice cream bars for $0.75 per bar. Your cost for the ice cream is $0.30 per bar, and your cost for the rental of the cart is $50. • In a formula, express your total cost C as a function of the number of n of ice cream bars sold. On graph paper, graph C leaving room for negative values on they-axis. • Express the revenue R generated by the sale of ice cream bars as a function of the number n sold. Graph on the same graph as in a. • Express the profit P generated by the sale of ice cream bars as a function for the number n sold. Graph P on the same graph as in a and b. • Fine the break even point graphically and algebraically. Form of question; closed form or open form Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

  11. The Secret of The Crystal Ball • Chose any two digit number. • Add together both digits. • Subtract the total from your original number. • When you have the final number look it up on the chart and find the relevant symbol. • Concentrate on the symbol and when you have it clearly in your mind. • Click on the crystal ball to see the symbol. http://www.cbs.com/primetime/ghost_whisperer/crystal_ball.shtml Presentation is prepared for The Park City Mathematics Institute, Secondary School Teachers Program, July 9-July 20, 2007 by Akihiko Takahashi

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