### TEACHING AND LEARNING THROUGH PROBLEM SOLVING MIKE OLLERTON

This type of procedural variation involves varying the problem. In this series of tasks, the total amount of apple juice was kept constant while the amount in a jar was varied from a whole litre to less than a litre. In the UK, there has recently been a two-year-long teacher exchange with Shanghai. This helped them develop an understanding about proportions. The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it. He mentioned that he wants to work on conditional probability next. Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles.

However, an experienced mathematics teacher will organise this series of tasks hierarchically and provide scaffolding to illustrate and generalize… mathematical ideas. I have been encouraged by a recent Jo Boaler article to use movement and gestures more. Shanghai Maths and Procedural Variation This reminded me of some reading I have been doing about procedural variation. The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it. Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles.

Dragan Trninic was talking about how maths can be learned through bodily movements. Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise. This type of procedural variation involves varying the problem. A good question, and one which I have not fully answered yet.

Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. He wondered if practicing in this way — he called it exploratory practice — would prove valuable. I have been encouraged by a recent Jo Boaler article to use movement and gestures more.

# Mike Ollerton – In Pursuit of Great Mathematics Teaching

They recount that they were asked to read an article in advance: First, teaching through movement. In this series of tasks, the total amount of apple juice was kept constant while the amount in a jar was varied from a whole litre to less than a litre.

The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it.

In those disciplines, students learn through a collection of sequenced movements, making improvements as they go. I am looking forward to hearing about it.

Tweet me mathsfeedback or comment teachkng. However, an experienced mathematics teacher will organise this series of tasks hierarchically and provide scaffolding to illustrate and generalize… mathematical ideas. Shanghai Maths and Procedural Variation This reminded me of some reading I have been doing about procedural variation.

I wonder if this also extends to use of manipulatives?

There are 9L of apple juice and every 3L is put in a jar. Yet some Western onlookers say that mathematics education in China is characterised by rote learning or passive transmission.

He mentioned that he wants to work on conditional probability next. This helped them develop an understanding about proportions. This exercise might be considered rote drilling if computing for a correct answer is the focus. There are 9L of apple juice and every 0. The article includes an example about the teaching of so,ving involving decimal numbers.

Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. In the UK, there has recently been a two-year-long teacher exchange with Shanghai.

## Tag: Mike Ollerton

Do you use exploratory practice in the classroom and have some resources to share? She presents problem strings which are sets of questions that lead a learner to see patterns and make generalisations about number.

How many jars are needed? Trninic linked this mioe of exploratory practice to the way people learn dance or martial arts.

He has done some work on proportional reasoning in which students raise their two arms to different heights above the desk while looking at a coloured screen. There are 9L of apple juice and every 1L is put in a jar. There are two other types of procedural variation: Lolerton example, when talking about transformations of shapes, we can use our hands to show reflection from palms up to palms down.

This reminded me of some reading I have been doing about procedural variation.