Kate Halpin
Curriculum Manager - Mathematics
Improving student participation and understanding in Mathematics through increased use of student problem setting and solving
Background:
- One group of A level Mathematics students
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I wanted to move away from a predominantly deductive teaching style.
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I also wanted to encourage students to hone the appropriate thinking skills for mathematics to enhance enjoyment and understanding.
Key Actions:
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For each of the activities a clear description of the task was given a day or two in advance.
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Students were to set a question on the given topic, solve it carefully, respecting the notation and language of Maths to make sure it was “solvable” with the methods and techniques they were learning.
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In class the next day (or 2 later) they would be matched randomly with another student. Pairs would then swap their prepared questions and solve them.
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The pairs would then check each other’s solution and comment on them. I obtained feedback via two questionnaires
Key Findings:
- Decision mathematics problems were easiest to set and students found them enjoyable.
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Pure mathematics problem setting and solving had varying success and enjoyment, but led to opportunities to discuss the language of mathematics.
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Setting and solving problems improved as the year progressed.
- During these activities students were animated and enjoyed them for the most part.
- Both questionnaires indicate that students felt positive about the activities and felt that they helped to consolidate their understanding.
- Opportunities arose during the activities to discuss the use of the language of mathematics.
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Contact: khalpin@farnboroughsfc.ac.uk