The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers
The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face challenges: understanding how pupils make sense of...
| Main Authors: | , , |
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| Format: | Conference or Workshop Item |
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2014
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/32197/ |
| _version_ | 1848794355872038912 |
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| author | Evans, Sheila Mullins, Nicola Waring, Lucy |
| author_facet | Evans, Sheila Mullins, Nicola Waring, Lucy |
| author_sort | Evans, Sheila |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). 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 designers’ intention. |
| first_indexed | 2025-11-14T19:14:53Z |
| format | Conference or Workshop Item |
| id | nottingham-32197 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T19:14:53Z |
| publishDate | 2014 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-321972020-05-04T20:16:31Z https://eprints.nottingham.ac.uk/32197/ The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers Evans, Sheila Mullins, Nicola Waring, Lucy The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). 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 designers’ intention. 2014 Conference or Workshop Item PeerReviewed Evans, Sheila, Mullins, Nicola and Waring, Lucy (2014) The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers. In: 8th British Congress of Mathematics Education, 14-17 April 2014, Nottingham, UK. Problem-solving design research multiple solutions http://www.bsrlm.org.uk/BCME8/BCME8-18.pdf |
| spellingShingle | Problem-solving design research multiple solutions Evans, Sheila Mullins, Nicola Waring, Lucy The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title | The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title_full | The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title_fullStr | The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title_full_unstemmed | The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title_short | The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| title_sort | role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers |
| topic | Problem-solving design research multiple solutions |
| url | https://eprints.nottingham.ac.uk/32197/ https://eprints.nottingham.ac.uk/32197/ |