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 |
| Fields of Research (2020): | 39 EDUCATION > 3901 Curriculum and pedagogy > 390109 Mathematics and numeracy curriculum and pedagogy |
| URI: | http://eprints.usq.edu.au/id/eprint/40021 |
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