EDU330 Elementary Math: Blog # 3 Problem Solving and Environmental Learning

"How fast can you count all the light balls on the decoration posts ouside the Cathay Building?"; "Can you map out the position of the llight balls?" ; "Is there any other way to count faster?" .

     These were the questions we posted to the children in our environmental learning assignment. A problem based approach to teach skip counting concept. It was quite an experience for me to bring Mathematics out of the classroom, or bringing the children out in that matter. Well, I propose fieldtrips for projects, I bring children out for science explorations and I do not hesitate to bring them to the playground for outdoor play. But making a trip to learn Mathematics? I need a paradigm shift, and a shift for my principal  and co-workers too!

     That Monday evening, we were there, literally counting the light balls ourselves, checking out the surrounding, trying to find other ways to reinforce the skip counting concept that we want to bring across to the children; imaging our children doing the exercise and taking on the challenge, scratching their heads to find a way to beat the stopwatch. Then we found, railing in groups of 10, stairs, pebbles, fallen leaves, patterned floor slabs, feature wall... the list went on and on... Yes, Mathematics is indeed everywhere in our environment. According to Jorome Bruner , teaching should start with concrete material, to pictorial to abstract symbols (CPA Approach) As such, environment is the best place to begin our Mathematic lessons.

    Problem based lesson needs even more planning. Teachers need to
1. know the children's prior knowlege,
2. establishe clear learning objective and decide on the environment feature that works best for the concept
3. design problem task and questions and extended activities
4. assess  children's way to approach problem during the exploration
5. after the activities, discuss, justify and challenge various soluiton and summarize main idear and identify further problem.

One thing I like about problem based learning is its flexibility. There is no one fixed solution to the problem and there is no restriction on how children should approach the problem. As such, children apply whatever resources and mathematics skills that they have internalized on the situation. It allows multiple entry points for the class regardless of their level of competency.Children who are more advanced in their mathematics ability will find it challenging as they can flex their mathematics muscles and dig deeper into the problem, trying out more advance concepts.  For the weaker children, they may not be able to work out the entire solution by themselves, but by observing how others approach the problem and derive the answer, they will be benefited from the peer scaffolding too.  Through their answers and explanations, I can better assess individual's understanding how the children approach the problem, and if they are apply the concept correctly. on the particular mathematic concept and make plan for the future activities. Besides, it was more fun and hands-on to the children, arousing their interest in mathematics and making it alive both within and without the classroom.

Still not convinced, , anyone feel bored in Dr Yeap's class?