As a follow up to the sharing that was conducted on Wednesday, 28/1/2009, we have revisited Polya's 4 steps to mathematical problem solving.
During the session, we discussed about issues of why teachers are so used to the 3E's method of teaching even till today & also the skill to identify routine & non-routine questions.
I would like invite you to respond to these questions:
a. What does 3E's mean and your personal view on it (be frank)?
b. Is there any simple method of categorizing problems into routine & non routine?
c. Have you start introducing Polya's 4 steps to your classes (be frank)?
Hope to get all your frank responses.
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6 comments:
I have reflected about Malek's sharing on the fact that everyone can pass math. What struck me is the part where he told us about the comment that he gathered from another school which he visited.
"Everyone matters"
I feel that this is something very powerful and it is a mindset. I have being guilty of deciding that certain student won't be able to pass as early as May or even April and this is further reinforced by the students' own confessions that they have no interest or illusion of passing Math. So, I started to play less attention to these "doomed" students and focus on those "can be saved" students.
I think I must change this mindset! The fact that they turned up in my class means that they still have a chance and I am that chance. So I must not give up no matter what they tell me. In fact, I am the teacher, i should be the one influencing them!
They matter! They are not just dots on a graph that we can "compensate" by working on more As from better students. This year I have set my mind to not give up no matter what.... I may fail but I am not going to surrender.
I was not around for the PD as i was away for UPA leave.
Not exactly sure what the 3Es stand for?
I have started to introduce Polya's problem solving strategy to my classes in Sec 1 last year. however, for this year, i have not doen any recap on it.
Is time moving much faster, or am I older and therefore slower ? I feel like I'm in Twilight Zone - seem to be stuck in the first 2 chapters. Want to teach faster but I'm always reminded that what's important is not the teaching but the learning that takes place. Any faster, the students won't learn. As it is, they think I'm too fast. Any suggestions anyone ? It's worse since we will lose 2 weeks of actual teaching periods.
All my sec 1 classes know Polya (or they should). Every chance I get, Polya is mentioned.
Frankly, I do not really categorise routine or non-routine. As long as the students cannot understand the question because its not straight forward, we then go through the process the once-difficult question becomes routine to them.
a) To me, 3E means expose, explain and exercise. Am I right? We were used to this mode of learning when we were schooling and thus, teachers tend to be more comfortable in using 3E to teach mathematics to their charges.
b) Not yet explore.
c) Yes. Have used the slides in DRS to refresh Polya with the Sec3s.
Pearl
a) Explain, Expectations and Exercise.
Teachers explain and expect the students to get what was taught and expect them to be able to complete the exercises that are given.
b) I can’t think of any simpler method besides exposing them to the routine and non-routine questions.
c) I have introduced them to Polya’s 4 steps. I have posters in my homeroom too. However, I realized that students tend to forget what was taught or mentioned unless we continuously “drill” them on this.
- Lye Peng
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