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Ben Hiromura

EE 333
Assignment #3
Teaching through problem solving is an educational model that allows for student
autonomy and creativity while eliciting deep discussion and student reasoning. This model of
teaching, commonly used in the field of mathematics and science, gives students the opportunity
to apply their prior knowledge to certain situations in order to facilitate comparative discussions
that bring up the many ways to solve a problem. Such a method is born from the constructivist
learning theory, which posits that people learn through experience and reflection by altering prior
understandings along the way (Constructivism, 2004). Thus, teaching through problem solving
begins with posing a problem that will give students and authentic experience in applying their
conceptual knowledge. This marks the first responsibility for the constructivist teacher: choosing
a thought-provoking problem. In many ways, teaching through problem solving supremely
contrasts with traditional instructional methods. When I was in school, my math teachers
certainly chose the material of the day. They were organized and the curriculum was well
mapped out. However, my math teachers chose problems, as opposed to a single problem, for us
to work on in class. Such worksheets or multiple problems focused on procedural mastery of
alike problems, and thus is not problem solving at all. In mathematics education, the problem
solving title can only be applied to tasks that students have not learned yet. So, teaching through
problem solving gives teachers an opportunity to find one problem that will force students to use
background knowledge, yield maximum discussion, and provide depth of understanding.
In order to choose such problems, teachers must think about the conceptual
understandings that they want their students to master. Such math concepts can be found in the
Common Core State Standards and the supplemental resources included with the document and
online. These specific conceptual understandings, once fully understood by the teacher, must be
coupled with students prior knowledge. Thus, the teacher of problem solving must thoroughly
know his or her students current levels of conceptual understanding and procedural fluency.
Once teacher of problem solving chooses his or her problems, they must then think of the myriad
of ways in which their students may look to solve it. Being prepared for student misconceptions
is key to this process because facilitation of these lessons is much more covert than typical
instruction. In my math experience, I always knew what my teachers were trying to teach me. I
knew exactly what procedure they wanted me to follow and I knew that could go to them for the
answers. This reflects a major difference in the philosophies of traditional teaching and teaching

through problem solving. Traditional teaching stresses that the adults are the keepers of
knowledge and thus struggling students should seek help from teachers. Teaching through
problem solving sees students as knowers who possess the skills to teach themselves or teach
each other. This shift in reliance makes students self-directed learners who can persevere through
tough math concepts. So, these teachers of problem solving need to be ready for the diversity of
ideas within their classroom.
The last role of the teacher of problem solving is the facilitation of discussion. Once
students come to the table with their various methods, teachers and students need a way of
determining who is right and who is wrong, but more importantly, teachers need to show that
problems can be solved many different ways. So, teachers of problem solving must have students
show their work (model with mathematics), explain their reasoning (abstractly and
quantitatively), and discuss differences (critique reasoning). Though this method of teaching may
seem hands-off, because the teacher is not lecturing, this style of teaching requires far more
intellectual capacity on the part of the teacher. The teacher of problem solving must understand
the math concept and each one of their students reasoning, while finding a way to bridge the two
through open discourse. The teacher of problem solving must always be on his or her feet and
may very while be three steps ahead and present at the same time! Rather than memorizing a
math lecture, this style of teaching is far more intellectually demanding, but also far more fun.
Teaching through problem solving takes students from the concrete (real world problem) to the
semi-concrete (math models) to the abstract (conclusions or generalizations) to deepen
conceptual understanding. This style of teaching forces teachers and students to constantly be
thinking on their feet (figuratively) and interacting in order to construct meaning from
mathematics. Such a method re-engages students, in that it uses student work to draw out
misconceptions, alternative ways of thinking, and unique reasoning, in order to make students
more knowledgeable and enthusiastic about math.

Works Cited
Constructivism as a Paradigm for Teaching and Learning. (2004). Retrieved January 26, 2015,
from http://www.thirteen.org/edonline/concept2class/constructivism/

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