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Inquiry learning What do inquiry tasks look like in mathematics?

Inquiry learning What do inquiry tasks look like in mathematics?. Too l IE-2: Comparing structured and unstructured problems. Tool # IE- 1 http:// mascil.mathshell.org.uk /? page_id = 117. Overview. Aim: to think about the differencex between structured and unstructured problems.

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Inquiry learning What do inquiry tasks look like in mathematics?

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  1. Inquiry learningWhat do inquiry tasks look like in mathematics? Tool IE-2: Comparing structured and unstructured problems Tool # IE-1 http://mascil.mathshell.org.uk/?page_id=117

  2. Overview Aim: to think about the differencex between structured and unstructured problems. We will: • Discuss typical classroom problem tasks; • Look at different versions of the same problem; • Share thinking.

  3. Structured and unstructured tasks • Tasks (problems) in classrooms are usually structured. • Tasks (problems) in the world of work are not usually structured • Students need opportunities to work on less structured problems in their classrooms.

  4. A detailed look at the problems • Compare different versions of the same problem • What decisions have been left to the students? • What pedagogical issues will arise when you start to use unstructured problems like this?

  5. A detailed look at the problems Students working on the table tennis tournament problem.

  6. Sharing thinking • Your thoughts • unstructured problems are more difficult; • it is more difficult to plan a lesson with these problems; • students may not even know how to get started on them; • students will not necessarily use what we have taught them; • if we offer help too quickly, students will simply do what we say and not think for themselves; • students will generate a greater variety of approaches and solutions; • students may need reassurance that it is OK to try a different approach or reach a different conclusion.

  7. Finishing off • Devise a research question • Choose an unstructured problem • Teach a lesson • Be ready to report back, with a particular focus on what you learnt about the research question.

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