Teaching Strategies

• Critical Elements - Teach critical elements. As you teach the critical elements, be sure that the students have a list of what these are to refer to as they move on and complete problems in the area discussed.

a. An example would be a chart of the critical words to look for in a word problem or clue words that indicate the mathematical operations. These words will assist the student in completing the problem. “How many more “would indicate addition. “How much less” would indicate subtraction, etc.
b. Words that signal addition include together, altogether, sum, in all, both, gained, received, total, won and saved.
c. Words that signal subtraction include difference between, from, left, how many (more or less), how much (taller, farther, heavier), withdrawal, spend, loss, remain, more.

• Higher Level Thinking Skills - Challenge student’s thinking. Ask why, how, and what evidence questions to promote thinking. Have students write clarifying questions they have about a concept on sticky notes and post on chart paper. Have other students and or the teacher respond to these clarifying questions. This is similar to the clarifying questions we use in reciprocal reading. It teaches student s that it is okay to ask questions when you are not clear about what you are learning.

a. A double entry journal would be an excellent source to use here. On one side the student completes a problem or word problem. On the other side he or she discusses what their thought process was as they completed the problem.

• STAR Modified - STAR adapted from Strategic Math Series by Mercer and Miller, 1991.

Six elements used in each lesson:
a. Provide an advance organizer – identify the new skill and provide a rationale for learning
b. Describe and model
c. Conduct guided practice
d. Conduct independent practice
e. Give post test
f. Provide feedback (positive and corrective)

• 5 Evidence Based Recommendations - The US Department of Education's What Works Clearinghouse published specific recommendations for improving problem solving in math. Each recommendation is thoroughly detailed in the practice guide.

IES Practice Guide: Improving Mathematical Problem Solving in Grades 4 Through 8

1. Prepare problems and use them in whole-class instruction
2. Assist students in monitoring and reflecting on the problem-solving process
3. Teach students how to use visual representations
4. Expose students to multiple problem-solving strategies
5. Help students recognize and articulate mathematical concepts and notation