It is the age old frustration for anyone teaching math. How do we get kids to be better at solving word problems? There are many answers out there; many opinions. But let's be honest, many of us are hoping there is an easy answer that won't require a new curriculum, hours of prep and completely revamping our teaching methods. Although I think that all three things are often needed, it is not reality. About a year ago, I discovered I had effectively isolated my professional life to within the four walls of my classroom since 2009. I think it was a combination of raising children and wearing too many hats within my school-district. Luckily, I broke free! And one of the first things I learned was about the simple, but impactful, question "What do you Notice?". Really Quick Rant: How is this not the cornerstone of preservice teacher's education? In case you are like I was a year ago, "What do you Notice?" is a question you ask students whenever you want them to notice things, expand their thinking, or take time before they dive into a question. Basically, don't notice/say anything that the kids can notice/say. If you haven't seen it, watch Annie Fetter's ignite video
Applying this to word problems has completely changed my classroom.
Whenever we are going to work on a word problem, I REMOVE THE QUESTION. How many times have you asked or been asked, "How do I get kids to spend more time on word problems before just 'doing' the math they think it wants?"? It is simple, remove the question. Next: Ask the kids what they notice. When you are first doing this, it is important to MODEL, MODEL, MODEL. Have the students popcorn out what they notice and write it all on the board. And I mean ALL. Give each and every thing that is noticed validation by writing it on the board. You are letting EVERY student know that what they notice is valuable and encouraging them to keep noticing. When you have exhausted everything that can be noticed, ask the kids to come up with the question that can be asked and then solve it. Because they just spent so much time noticing, they are typically ready to do the math without the support they would have required in the past. You can/should extend this to be done individually also. Take a piece of paper and put the problem in the middle with a circle around it (no question again). Have the students write everything they can notice around the circle in a web-format (concept map). Then at the bottom ask them to come up with a question and solve it. What can you expect:
In reflection, it is embarrassing that this was not an intuitive thing to do with my students. Instead, I was always reading the problem outloud, then jumping to the question and asking the students what information they need. I would then try to get them to dissect the information, but they were too eager to just do math with the numbers given and get the problem done. By establishing this model, I am hoping students will be more apt to do this on their own. And I am hoping to see a change in how they attack their state test in the spring.
1 Comment
2/12/2018 11:08:49 am
Awesome idea. I have given the "Notice and Wonder" prompt for a long while, but never with a word problem with no question. Can't wait to try it. Esp. with Quadratics unit we are starting. AZ
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AuthorI teach mathematics for grades 7-12. Teaching mathematics is my passion. Archives
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