The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers

Evans, Sheila and Mullins, Nicola and Waring, Lucy (2014) The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers. In: 8th British Congress of Mathematics Education, 14-17 April 2014, Nottingham, UK.

[img]
Preview
PDF - Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
Download (199kB) | Preview

Abstract

The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face challenges: understanding how pupils make sense of the problem, especially when pupils use unique or unanticipated approaches and helping pupils make connections between disparate approaches and aligning these with lesson goals. In an attempt to address such challenges an extensive set of problem solving lessons were developed. Each lesson includes a range of sample solution-methods that expose pupils to multiple perspectives. A detailed teacher guide supports each lesson. This paper focuses on the use of these sample solution-methods. It explores their development from initial design to final versions. We analyse the varied interpretations and use made of sample solution-methods, in both US classrooms and by two UK teachers, and reflect on how these interpretations align with the designers’ intention.

Item Type: Conference or Workshop Item (Paper)
Keywords: Problem-solving, design research, multiple solutions
Schools/Departments: University of Nottingham UK Campus > Faculty of Social Sciences > School of Education
Depositing User: Collier, Elanor
Date Deposited: 14 Mar 2016 11:43
Last Modified: 14 Sep 2016 06:41
URI: http://eprints.nottingham.ac.uk/id/eprint/32197

Actions (Archive Staff Only)

Edit View Edit View