
06640100
a
2016f.00668
Evans, Sheila
Mullins, Nicola
Waring, Lucy
The role of sample pupil responses in problemsolving lessons: perspectives from a design researcher and two teachers.
Pope, Sue (ed.), Proceedings of the British Society for Research into Learning Mathematics (BSRLM). Proceedings of the British congress of mathematics education, BCME8, University of Nottingham, UK, April 1417, 2014. London: British Society for Research into Learning Mathematics (BSRLM). 135142 (2014).
2014
London: British Society for Research into Learning Mathematics (BSRLM)
EN
D50
problem solving
nonroutine problems
problemsolving strategies
multiple solutions
multiple approaches
formative assessment
sample pupil responses
lesson planning
educational research
design research
http://www.bsrlm.org.uk/BCME8/BCME818.pdf
Summary: The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are wellknown. However, teachers using nonroutine problemsolving 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 solutionmethods that expose pupils to multiple perspectives. A detailed teacher guide supports each lesson. This paper focuses on the use of these sample solutionmethods. It explores their development from initial design to final versions. We analyse the varied interpretations and use made of sample solutionmethods, in both US classrooms and by two UK teachers, and reflect on how these interpretations align with the designers' intention.