The document outlines the process and strategies mathematicians use to solve problems, emphasizing the importance of exploration, pattern recognition, and hypothesis testing. It aims to help educators create engaging classrooms where students learn to think and work like mathematicians. Additionally, it provides resources and support for teachers to enhance their curriculum and teaching practices.
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Working Like A Mathematician
The document outlines the process and strategies mathematicians use to solve problems, emphasizing the importance of exploration, pattern recognition, and hypothesis testing. It aims to help educators create engaging classrooms where students learn to think and work like mathematicians. Additionally, it provides resources and support for teachers to enhance their curriculum and teaching practices.
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Working Mathematically
Learning to Work like a Mathematician
First give me an interesting problem. When mathematicians become interested in a problem they: • Play with the problem to collect & organise data about it. • Discuss & record notes and diagrams. • Seek & see patterns or connections in the organised data. • Make & test hypotheses based on the patterns or connections. • Look in their strategy toolbox for problem solving strategies which could help. • Look in their skill toolbox for mathematical skills which could help. • Check their answer and think about what else they can learn from it. • Publish their results.
Questions which help mathematicians learn more are:
• Can I check this another way? • What happens if …? • How many solutions are there? • How will I know when I have found them all?
When mathematicians have a problem they:
• Read & understand the problem. • Plan a strategy to start the problem. • Carry out their plan. • Check the result.
A mathematician's strategy toolbox includes:
• Do I know a similar problem? • Act it out • Guess, check and improve • Draw a picture or graph • Try a simpler problem • Make a model • Write an equation • Look for a pattern • Make a list or table • Try all possibilities • Work backwards • Seek an exception • Break the problem into smaller parts • ...
If one way doesn't work I just start again another way.
Mathematics Centre Principles & Support http://www.mathematicscentre.com Introduction Our objective is to assist you in creating: happy, healthy, cheerful, productive, inspiring classrooms in which students learn to work like a mathematician. We support you to: • Model how a mathematician works. • Invite students to apply the model. Balancing a Working Mathematically curriculum. • Encourage students to develop mathematical skills. Background • We collect and retell stories of classroom success. • We use a practical, hands-on manner intended to encourage debate about best teaching practice. • To support teachers in re-enacting these successes there are a wide range of resources and services. • Approaches and resources are designed to integrate with, rather than replace, local curriculum. • As a result of such experiences many Looking for features of best practice. teachers/schools/districts have reviewed and enhanced their curriculum. Divisions • Classroom wisdom can be accessed through our site and Maths300. • The framework for all is Working Mathematically. • Working Mathematically means engaging students in learning to work like a mathematician. Mathematics Task Centre • Hands-on problem solving (2 - 10): task the invitation to work like a mathematician card • http://www.mathematicscentre.com/taskcentre Calculating Changes • Engineering 'aha' moments in number (K - 6): enhancing children's number sense more to • http://www.mathematicscentre.com/calchange learn Maths300 • Investigation lessons on the web (K - 12): A good task is the tip of an iceberg. modelling how a mathematician works • http://www.maths300.com Managed by Black Douglas Professional Education Services Tel/Fax: +61 3 9720 3295 ... doug@blackdouglas.com.au ... Mob: 0401 177 775