Problem Solving - Environment Based Task

As mentioned in the textbook, children are learning mathematics by doing mathematics (Walle, Karp & Bay-Williams, 2009, p.33). The teaching must begin with the prior knowledge that children already have so that they can create new knowledge as they build on their existing knowledge. When children are given a problem to solve, as teachers we should encourage them to put on their 'thinking cap' and  use their ideas to solve the problem. Personally, I feel that teachers can and should use the THINK framework as this framework supports and fosters the metacognition of children.  

In fact, using George Polya's four step problem solving process to help and guide children to solve their problem will improve children's ability to solve problems.

   

The four step problem solving process is as follows: 

1. Understanding the problem 

2. Devising a plan

3. Carrying out the plan

4. Looking back    

When we were out looking and observing the environment, we already had in mind to teach addition skills. When we saw the numbers from the different building, bus-stop, signage and a stretch of metal gate make up of squares, we decided to use the tic-tac-toe idea to introduce and teach addition skills with number bond concept.

We had fun as we tried out the game ourselves. We were trying to outwit one another to be the winner. As we were playing the game ourselves, we were also exploring the possibility of teaching subtraction skills. However, I think we can use this game to teach divison and multiplication skills for the lower primary students. 

After going through the lectures, I believed and supports that teaching mathematics should be done in a fun, creative, interesting and interactive way that starts from where the children are. At the same time, teaching children to use problem solving strategies like guess and check and look for a pattern to solve the problem is also important.