Learning Opportunities

Problem solving is the focus in many classes; however, instruction must go beyond surface level. Too often, instruction seems to focus on the task or strategy selection. In a literate environment, instruction moves beyond strategy selection to ask not only "what strategy did you use" but also "why that strategy," "how did you know that strategy would work," and "what would you have done if that strategy didn't work?" In this session, I will share opportunities for how teachers can dig deeper into problem solving so that students are not only providing surface level responses, but are engaged in thinking that supports their understanding of not only the mathematical concepts but their journey throughout the problem solving experience. Teachers will be provided strategies that can be applied to instructional and assessment practices as well as concrete evidence of the use of this approach in the class.