Why Teach Problem Solving?

Why Teach Problem Solving? NZ Maths

I thought this was a good article to start with as it helps for me to gain more of understanding into why I should go on to teaching problem solving. If I am going to make this a part of my daily programme I need to be strong in my understanding as to why I am going to do it. 

This article mentions the theory of learning called Constructivism which is when we construct our knowledge through our experiences rather than absorbing what we are told. The opposing side of this is that the child is an empty vessel and needs to be filled. The author of this article says that we need to be looking at both approaches. It appealed to me as I believe that is true as yes a child can be an active learner but however they still need some knowledge. This reinforces the idea that we need to have problem solving as well as the curriculum side as well. I have had discussions with friends who's school has tried to do problem solving as their main approach to maths and this has had varying results. 

Some of benefits of problem solving according to this article are

• development on their current knowledge
• interesting and enjoyable way to learn mathematics
• teaches thinking, flexibility and creativity
• encourages cooperative skills 
• based on current knowledge
• similar in approach to the way that other subjects are taught in primary schools

That last point was an interesting view point that I had not considered. I can see how PBL can be similar to problem solving as there is a question and you are trying to find the answer. The skills of creativity, flexible, creativity and cooperative skills are very much skills we are trying to teach children and so this is a huge benefit to the children for them to be doing it in problem solving as it is what we are trying to get the children to do. 

I liked this article as it went over the difficulties of teaching problem solving. The difficulties being 

• It produces teacher discomfort
• It produces student insecurity
• It puts constraints on the curriculum and takes too long to teach
• It is not possible with students of low ability
• It takes a lot of preparation

I think that the article covered nicely how to compact this, however the low ability other than getting someone to read for them and going through a few at the start as a whole class activity in my opinion there was no great advice in this area. 

Overall it was encouraging to read this article to reinforce my idea that is will be good to include more problem solving in my programme. My question is how to do this effectively and I am keen for the children to improve on their math talk.