Problem Solving
Many students do not enjoy engaging in mathematics because they are not able to see the value and relevance of it ((TEDxWestVancouverED, 2013). As teachers, we need to show them the significance of this subject by demonstrating the relationship of it to their everyday lives. In order to this, we need to move away from spending majority of our time directly instructing them while they sit in passive manner attempting to absorb as much information as possible (TEDxWestVancouverED, 2013). Instead, we should incorporate hands-on activities to encourage students to interact with their learning so that they can participate in deeper and higher-level thinking (TEDxWestVancouverED, 2013). This form of teaching develops students’ metacognition, while simultaneously integrating their creative abilities as they are able to create and immediately practice their learning in an innovative manner. This also provides a platform for students to have autonomy in their education by learning to ask questions and to investigate the answers. This type learning is important to their long-term retention and enjoyment of mathematics. One way to accomplish this is by providing students with opportunities to solve real life problems so that they can use their mathematical skills to make a difference in the world.
According to Albert Einstein, “anyone who has never made a mistake has never tried anything new” (Arkan, 2015) Math is not just about computation; it is about problem solving. “Real problem solving is about patient failure” (TEDxClaremontColleges, 2012). When we present students with real life mathematical problems, we should give them the opportunity to keep on trying and provide a safe environment for them to fail until they are able to successfully find the answers. This is known as “productive failure,” which is important as it will foster a sense of curiosity and aid in creating imaginative minds (TEDxClaremontColleges, 2012). The most innovative people, like Thomas Edison, are well known for productive failure. In fact, one of Thomas Edison’s most famous quotes is, “I haven’t failed. I’ve just found 10,000 ways that won’t work” (BrainyQuote, 2016). To help students develop this skill, we need to allow them to show their work and give them credit for it, even if they do not have the correct answers (TEDxClaremontColleges, 2012).
A way of teaching students to engage in problem solving through trial and error, is to teach them about deductive and inductive reasoning (TEDxManhattanBeach, 2011). When we teach students about deductive reasoning, we are educating them about different ways to look at the connections between logical steps that result in a conclusion (TEDxManhattanBeach, 2011). For example, if I do not watch television, I will have more time to work on my English essay, which will give me more time to write a great paper, which will result in my doing well in the course and will make me happy; therefore, if I do not watch television and spend time on my essay, I will do well in school and be happy. Inductive reasoning enables us to examine data, find a pattern and make generalizations based on that pattern (TEDxManhattanBeach, 2011). For instance, “If I cram for my science test and get an A, […] if I cram the next day and get an A, […].Hey this is working, isn’t it? Therefore, it works all the time” (TEDxManhattanBeach, 2011). While this may not always work, it is one way that we make decisions in real life (TEDxManhattanBeach, 2011). Math incorporates both of these types of reasoning. In order to help students with these forms of reasoning, Bennett (2011) believes that we should incorporate brain games, such as logic puzzles and strategy games to help students develop analytical and critical thinking skills so that they can be more effective problem solvers (TEDxManhattanBeach, 2011).
References
Arkan. (2015). After watching this video you Wouldn’t see “Failure” the same way again. Retrieved from http://wereblog.com/famous-failures-in-the-world
BrainyQuote. (2016). Thomas A. Edison quotes. Retrieved from http://www.brainyquote.com/quotes/quotes/t/thomasaed132683.html
TEDx Talks. (2011). TEDxManhattanBeach – John Bennett – why math instruction is unnecessary. Retrieved from https://www.youtube.com/watch?v=xyowJZxrtbg&list=PLU9y4zDnK7k_ARVd9eCWRwOxIjTbP5HQw&index=2
TEDx Talks. (2012). A passion for math: Elly Schofield at TEDxClaremontColleges. Retrieved from https://www.youtube.com/watch?v=sBPKoTr-XnQ&index=18&list=PLU9y4zDnK7k_ARVd9eCWRwOxIjTbP5HQw
TEDx Talks. (2013). Changing perspectives on math: Kelly Skehill at TEDxWestVancouverED. Retrieved from https://www.youtube.com/watch?v=Wht9LeBj07E&list=PLU9y4zDnK7k_ARVd9eCWRwOxIjTbP5HQw&index=1
clairerushton
February 15, 2016 — 11:06 pm
This is a great selection of TED talks – although the presenter from TEDex West Vancouver was a bit nervous, she presented many great points about student centred learning and using inquiry and making connections to reality in her examples. When students make connections to what happens outside school, they see a reason to learn – making lots of connections during the forensics unit will be a great way to learn and connect.
How do you think some of these topics relate to elementary school teaching and your group in particular? Have you thought of some ways to help your group make connections?