Being Precise - Problem Solving in Math

"All of us are smarter than one of us." Graham Fletcher

Since I can remember, I have loved math. I am unsure when this started but I have never once been 'turned off' math for any reason. When I see students who struggle with a connection to learning math, I see it as a challenge and, although not always successful, strive to spark and ignite a flame that leads to intrinsic interest with math learning.

This year, I decided to learn more about the methods and approaches taken to solve problems and gain conceptual understanding. The incredibly talented Robert Kaplinsky and Graham Fletcher were in the right place at the right time for me, with Kaplinsky offering his 'Empowered Problem Solving' online course and Fletcher paying a valuable visit to FISO. As a result, I have completely revamped my math teaching approach, becoming more specialised in how learners approach problem solving. I would encourage anyone out there who is wanting to become more equipped at preparing students to solve problems independently to look into Graham Fletcher's and Robert Kaplinsky's professional developments, resources, open middle problems and 3-Act tasks. 

By incorporating what I have learned from this course with what I have learned works best for math learners in the past, I am finding a nice blend of directed problem-solving, time spent on skill acquisition, collaborative hands-on and stimulating provocations with concrete materials, and applying the skills and knowledge they have conceptually. This biggest change in approach, however, comes in the LANGUAGE I use when interacting with learners. Posing questions 'what makes you say that', using turn and talks as a part of all discussions, being PRECISE and ACCOUNTABLE with my own mathematical language, and noting the STUDENT language down are all imperative in ALL math sessions. 
My take-aways from this new learning:

• being precise
• estimating on a line with low at one end and high at the other
• use turn and talk more than whole class discussions
• note down EVERYTHING in front of the class when students contribute to 'what do you notice' and 'what do you wonder'
• formative assessments can be short, deliberate and valuable as exit tickets

If you have any feedback or would like to connect, please do reach out!
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