Techniques for Teaching Word Problems. TECHNIQUES.

Autor/in	Miller, Ina
Titel	Techniques for Teaching Word Problems. TECHNIQUES.
Quelle	In: Lifelong Learning, 9 (1986) 4, S.29-30 (3 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Learning Strategies; Mathematical Applications; Mathematics Instruction; Problem Solving; Teacher Role; Word Problems (Mathematics) + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Angewandte Mathematik; Innermathematische Anwendung; Mathematics lessons; Mathematikunterricht; Problemlösen; Lehrerrolle; Textaufgabe
Abstract	Students in adult basic education/general educational development classes need skills in analyzing and solving programs, extending beyond those learned through word problems in the mathematics curriculum. The following strategies can help students broaden their problem-solving skills: (1) act it out, (2) construct a table, (3) draw a picture, (4) guess and check, (5) look for a pattern, (6) make a model, (7) make an organized list, (8) solve a similar problem, (9) use logical reasoning, (10) use objects, (11) work backwards, and (12) write an equation. One approach to problem solving is to determine possible strategies, choose one to solve the problem, and decide whether this was an effective choice. In teaching adults problem solving through mathematics, the teacher needs to provide time for students to grapple with problems, search on their own for solutions, and learn to evaluate their results. Students need to develop interest in finding solutions, confidence to try strategies, willingness to risk failure and to persevere, ability to accept frustrations, and understanding of the difference between not knowing the answer and not having found it yet. Teachers should model these attitudes so students will perceive problem solving as a valued skill. (Three mathematical problems are included in the document.) (SK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01