Teaching Through Problem Solving

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It was as if they were making it up as they went along.

Laughing about this, one of the students said, ‘You know what we need?

When I think about math education, Matthew continues to prove to be the 'go-to' guy for positive discourse with regards to best practice and pedagogy!

Matthew Oldridge has deftly marinated his mathematics and English background to create one savory and timely book to finally address where problem-solving lies in math education—woven inextricably in the lifeblood of a math classroom.

Matthew does a fantastic job of challenging our thinking with regards to math education!

As someone with a great deal of mathematical knowledge, he does a superb job of asking great questions allowing the reader to pause, reflect and think about his or her own classroom.We need an entire course with nothing but problems.Just give us one problem after another, and we figure out how to do them. 41 Employers, college presidents, faculty, and students demonstrate remarkable consensus that problem solving is one of the most important outcomes of a college education (Bok, 2017; Hart Research Associates, 2015; Hora, Benbow, Oleson, 2016; Passow & Passow, 2017).Education / Teaching Methods & Materials / Mathematics, Education / Decision-Making & Problem Solving, Education / Professional Development, Education / Elementary / Mathematics, Education / Secondary / Mathematics Oldridge, himself an educator, won this reviewer over with the very first words in his refreshingly optimistic and enthusiastic book: "There exists an elegant, interesting, and beautiful world of school mathematics, where students engage with interesting problems in their classrooms every single day." Striking a practitioner-friendly balance between theory and practice, this excellent book makes timely references to professional mathematics education literature.The nod to axiomatic systems Oldridge employs makes for a thoughtful framework that renders his approach to transforming instruction clear and easily accessible, and the copious number of anecdotes leaves the reader feeling empowered to remake his or her classroom in a more joyful and creative image.It develops a set of axioms about problem-solving classrooms to show teachers that mathematics is playful and engaging.It presents an aspirational vision for school mathematics, one which all teachers can bring into being in their classrooms.Brown faculty from a variety of disciplines were interviewed by Sheridan staff and asked, “What skills do students need to problem solve effectively?” They responded that students need to be able to do the following: Problem solving is an iterative process, and as such, these steps do not necessarily progress in a linear fashion.We bring in common case scenarios for students and try to develop the frameworks they need to approach a problem rather than just finding the answer.To help students think about the process, we scaffold scenarios over the years through self-study modules that students can complete on their own.


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