Share data that you have collected/ recorded about the implementation of your changed practices or intervention
Describe the evidence you have so far about the effects of your changed practices or intervention on desired learner outcomes and how you summarised and recorded these
Towards the end of Term 3, I began to record our problem solving lessons in order to observe myself and the learners during the process. It became apparent that the recordings were not showing the progress I had anticipated.
My main reflections from rewatching these lessons were:
Providing the learners opportunity to act out and draw the problems aided in their comprehension of the problems.
Learners were confident working through the first part of the framework, where they noticed and highlighted the important information of the problem. However, the rest of the framework needed to be worked through together with the teacher.
I am explicitly teaching and modelling the specific Learning Process thinking skills: Notice, Find, Plan, Group and Solve support learners to solve maths problems.
The recordings have allowed me to pick up on any of the learners misunderstandings in number knowledge, strategy or mathematical vocabulary. This informed my number knowledge/strategy workshops for the following week.
Explain
This inquiry has made me reflect that both myself and the learners are at an emergent stage of the problem solving journey and I have made tweaks along the way. In Term 2, I was observed teaching problem solving and it was noticed that we were creating problem solving tasks that were more an ‘application’ type of task. This feedback allowed me to tweak my learning design and it meant that now the tasks had many possible answers, instead of just one.
Open ended mathematical applications to allow learners to:
Develop problem solving strategies
Demonstrate use of mathematical knowledge
Build further mathematical knowledge
Experience meaningful contexts for mathematics
