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# Problematized Situations Course

In this Natural Maths course, with Ann Baker, you will develop your skill in creating problematized situations. Problematized situations form part of a structured rigorous numeracy block.

In this Natural Maths course, with Ann Baker, you will develop your skill in creating problematized situations.

Problematized situations are the second step in a structured, rigorous numeracy block or effective mathematics lesson cycle. They follow on from and are related to the mental routine that opens the numeracy block or lesson.

Why problematized situations?

For those using the Australian Curriculum, we are working to develop numeracy capabilities and the proficiency strands: understanding, fluency, problem-solving and reasoning. Teachers in other jurisdictions will see similarities between these ideas and all mathematics curriculums.

Diligently we have worked to teach problem solving skills. And sadly, we are doing it all wrong! To embed problem solving skills and to teach them effectively, our students must learn through problem solving.

The key to problematized situations is to allow students to learn through problem solving rather than for problem solving.

What learning through problem solving means is that students can think about:

• the mathematics they already know
• the representation strategies that they have used or seen before
• inventing, exploring and creating possible solution strategies.

What's inside?

1. Module 1 i. What a problematized situation is and is not ii. Why problematized situations are richer than word problems iii. Why problematized situations are such powerful tools for fostering mathematical engagement iv. How differentiation is inbuilt in a problematized situation v. How informative data can be collected during solution time

2. Module 2 i. Understand the role and value of narrative in the problematized situation. ii. Identify relevant, engaging, culturally appropriate contexts for problematized situation. iii. Explain why problematized situations cater for differentiation. iv. Second guess the 'range' of approaches and levels of entry point that a problem provides. v. Plan for reflection of a given problematized situation.

3. Module 3 i. Collect informative data about students understanding as they work on problematized situations ii. Use informative data to create intentional learning targets and inform future planning iii. Second guess what students might bring to the table and plan prompts or reflective questions based on them iv. Notice what prompts, strategies or steps are needed to move learning forward v. 'Unpack' and decide how to use student work samples as learning sites for reflection

4. Module 4 i. Identify interesting, timely and engaging contexts for problematized situations ii. Identify mathematical content for a problematized situation iii. Create characters and situations for a narrative iv. Anticipate and build in multiple entry points and just the right amount of desirable difficulty v. Anticipate the range of strategies and forms of representation that students might bring to the table

5. Module 5 i. Create a community of mathematics learners ii. Identify and establish norms for active reflection iii. Notice student strengths and stumbling blocks iv. Identify nudges and questions to move learning forward v. Pose reflection questions to tease out the big ideas and mathematical connections

Online course. Each module opens fortnightly -- purchase once, yours forever.

More details:

Tags: course problem
In stock: Digital Product
Price: Individual price - \$99.00 each

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