From Answer-Getters to Problem Solvers

Autor/in	Flynn, Mike
Titel	From Answer-Getters to Problem Solvers
Quelle	In: Educational Leadership, 75 (2017) 2, S.26-31 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Mathematics Education; Problem Solving; Mathematics Instruction; Teaching Methods; Elementary School Mathematics; Elementary School Students; Grade 4; Task Analysis; Learner Engagement; Mathematics Skills; Skill Development + Suchen Sie Ihr Suchwort? Mathematische Bildung; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Aufgabenanalyse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In some math classrooms, students are taught to follow and memorize procedures to arrive at the correct solution to problems. In this article, author Mike Flynn suggests a way to move beyond answer-getting to true problem solving. He describes an instructional approach called three-act tasks in which students solve an engaging math problem in three parts. Flynn offers an extended example of how he worked with a 4th grade class on a three-act task called "The Money Roll," which showcases how the technique builds student engagement and develops authentic problem-solving skills. (As Provided).
Anmerkungen	ASCD. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01