id: 06640100
dt: a
an: 2016f.00668
au: Evans, Sheila; Mullins, Nicola; Waring, Lucy
ti: The role of sample pupil responses in problem-solving lessons: perspectives
from a design researcher and two teachers.
so: Pope, Sue (ed.), Proceedings of the British Society for Research into
Learning Mathematics (BSRLM). Proceedings of the British congress of
mathematics education, BCME-8, University of Nottingham, UK, April
14â€’17, 2014. London: British Society for Research into Learning
Mathematics (BSRLM). 135-142 (2014).
py: 2014
pu: London: British Society for Research into Learning Mathematics (BSRLM)
la: EN
cc: D50
ut: problem solving; non-routine problems; problem-solving strategies; multiple
solutions; multiple approaches; formative assessment; sample pupil
responses; lesson planning; educational research; design research
ci:
li: http://www.bsrlm.org.uk/BCME8/BCME8-18.pdf
ab: Summary: The benefits of learning mathematics by comparing, reflecting on
and discussing multiple approaches to a problem are well-known.
However, teachers using non-routine problem-solving tasks designed to
encourage multiple approaches face challenges: understanding how pupils
make sense of the problem, especially when pupils use unique or
unanticipated approaches and helping pupils make connections between
disparate approaches and aligning these with lesson goals. In an
attempt to address such challenges an extensive set of problem solving
lessons were developed. Each lesson includes a range of sample
solution-methods that expose pupils to multiple perspectives. A
detailed teacher guide supports each lesson. This paper focuses on the
use of these sample solution-methods. It explores their development
from initial design to final versions. We analyse the varied
interpretations and use made of sample solution-methods, in both US
classrooms and by two UK teachers, and reflect on how these
interpretations align with the designersâ€™ intention.
rv: