Planning in the problem-based classroom

Martin, David (2019) Planning in the problem-based classroom. In: Primary and Middle Years Mathematics: Teaching Developmentally. Pearson Australia, Melbourne, Victoria, pp. 60-86. ISBN 9781488615627


Abstract

Designing an inquiry-based lesson that engages students in problem solving looks quite different from a traditional lesson that follows an ‘explain, then practice’ pattern. The proficiency strands of problem-solving, reasoning and understanding not developed in a lecture-style lesson. In contrast, in classrooms where learning is assumed to be a complex process and where inquiry and problem solving are emphasised, lessons make use of worthwhile tasks that challenge students’ thinking and involve them in communicating and justifying their ideas. Preparing a lesson shifts from preparing an agenda of what will happen to creating a ‘thought experiment’ to consider what might happen (Davis, Sumara, & Luce-Kapler, 2008). The three-phase lesson format discussed in this chapter and the process for preparing such a lesson are intended to support the creation of lessons that support mathematical inquiry.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Faculty/School / Institute/Centre: Current - Faculty of Business, Education, Law and Arts - School of Education (1 Jul 2019 -)
Date Deposited: 09 Nov 2020 23:25
Last Modified: 04 Jan 2021 00:13
Uncontrolled Keywords: primary school teaching; middle years teaching; mathematics; problem-solving; inquiry-based lessons
Fields of Research (2008): 13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy
URI: http://eprints.usq.edu.au/id/eprint/40021

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