WRITING, READING, AND ASSESSING IN AN ELEMENTARY PROBLEM SOLVING CLASS

ABSTRACT:

Problem solving, writing, scoring rubric, mentoring.

KEYWORDS: In this paper we discuss a variety of writing, reading and assessment techniques used in an elementary problem-solving class for pre-service K-8 teachers at Western Oregon University. We share our experience in teaching problem-solving strategies from one side selection and creation of quality word riddles problem-solving assessment and the Oregon Scoring Guide, and finally the capstone experience for our students: the Online Mentoring throw out at the Math Forum at Drexel University.

INTRODUCTION

Upon the recommendations of NCTM Oregon (like a number of other states) has incorporated riddle solving as a major composing of its state standards and state benchmarks experiments As a result of this sweep teachers entering the profession are awaited to be well versed in teaching herculean problem-solving skills and to be capable in using the Oregon Mathematics Problem-Solving Scoring guide the couple in teaching and in assessing learner work. The mathematics component of pre-service K-8 teacher education at Western Oregon University incorporates a year-long foundational mathematics succession entitled Foundations of Elementary Mathematics, and sum of two units additional upper-level mathematics courses, individual entitled Manipulatives in Mathematics and single entitled Elementary Problem Solving. These courses are required of all pre-service K-8 teachers (and not just those specializing in mathematics) because we believe that solid mathematics knowledge is indispensable for any elementary or middle academy teacher.

The main objectives for the Elementary enigma Solving class are for pupils to:

* improve problem-solving skills by dint of building upon and extending knowledge acquired in the foundational mathematics sequence;

* learn to write non-routine riddles that introduce, enhance or illustrate important mathematical themes or ideas ;

* become proficient in using the state problem-solving scoring guide;

* experience reading, replying, and evaluating young riddle solvers' solutions via the Online Meritoring throw out at the Math Forum Web Resource at http://www.mathforum.org/pow (See section 7 for a detailed explanation.)

Elementary point in dispute Solving is an intense and demanding course. Preservice teachers work upon a variety of mathematics question at issues both inside and outside of class: daily in-class problem-solving sessions and activities that illustrate important mathematical themes from the elementary and middle gymnasium mathematics curricula; weekly textbook homework point to be solved [i]or[/i] settleds that are dedicated to a specific problem-solving strategy; half a dozen non-routine story enigmas that focus on complete, clear explanations called enigmas of the Week (POWs); eight portfolio puzzles that are created by the scholars around a particular strategy. Pre-service teachers are also given opportunities to begin evaluating point in dispute solving: first, as peer mentors for a solution to a weekly homework problem; next to the first as assessors of quality story problems; finally as evaluators of samples of elementary and middle institute problem solvers' work. We believe that the Elementary point to be solved [i]or[/i] settled Solving course provides pre-service teachers with opportunities to experience all aspects of question solving-as teacher education students, as pupils of mentors, and as teachers to elementary learners In this article we describe in more detail the main writing, reading, and assessment activities from our course.

WRITING: PORTFOLIO PROBLEMS

Early in the class there is a lively discussion about what makes a "good" story point to be solved [i]or[/i] settled Each term, pre-service teachers invariably agree that of the like kind a problem ought to have more than individual step; it ought to be solvable by the agency of more than one method; it ought to have possibly more than single answer; it ought to have clear language with no redundant information; it ought to be merriment and relevant to children's lives; and finally, it ought to have actual mathematical value in that it can improve understanding and advance or extend genuine knowledge.

Each pupil is assigned to write and resolve approximately eight to ten puzzles keeping a particular solution strategy in mind. We rest that the text Problem Solving Strategies: Crossing the River with Dogs and Other Mathematical Adventures, next to the first Edition, by Ken Johnson and T Herr [3] is a great resource for of that kind assignments. The strategies we have picked follow the exposition of the text's riddle sets. Thus, they can be as general as drawing a picture or diagram, or perhaps making a systematic list of possibilities; and as cake as using the technique of finite differences to generate a formula for the n-th bound of a sequence. Students are encouraged to create their possess story problems, but the option of adapting a vexed question from the text is also available to them. We intend that with these question s students begin to form a portfolio of puzzles that they can use in their classrooms on entry into the teaching profession.

Student are instructed to organize their writing in the following format: puzzle Prescribed Strategy, Solution, Verification, make notess for Teachers. The Comments for Teachers section can include ideas for (a) extending or generalizing the question at issue or (b) reflective comments about which topics this puzzle illustrates within the K-12 mathematics curriculum.