Problem Solving [PS]
Learning through problem solving should be the focus of mathematics at all grade levels. When
students encounter new situations and respond to questions of the type, “How would you...?" or
“How could you...?” the problem-solving approach is being modeled. Students develop their own
problem-solving strategies by being open to listening, discussing and trying different strategies.
In order for an activity to be problem-solving based, it must ask students to determine a way to
get from what is known to what is sought. If students have already been given ways to solve the
problem, it is not a problem, but practice. A true problem requires students to use prior learning
in new ways and contexts. Problem solving requires and builds depth of conceptual
understanding and student engagement.
Problem solving is also a powerful teaching tool that fosters multiple, creative and innovative
solutions. Creating an environment where students openly look for and engage in finding a
variety of strategies for solving problems empowers students to explore alternatives and
develops confident, cognitive, mathematical risk takers.
Technology [T]
Technology contributes to the learning of a wide range of mathematical outcomes and enables
students to explore and create patterns, examine relationships, test conjectures and solve
problems.
Calculators and computers can be used to:
• explore and demonstrate mathematical relationships and patterns
• organize and display data
• extrapolate and interpolate
• assist with calculation procedures as part of solving problems
• decrease the time spent on computations when other mathematical learning is the focus
• reinforce the learning of basic facts and test properties
• develop personal procedures for mathematical operations
• create geometric displays
• simulate situations
• develop number sense.
Technology contributes to a learning environment in which the growing curiosity of students can
lead to rich mathematical discoveries at all grade levels. While technology can be used in K–3
to enrich learning, it is expected that students will meet all outcomes without the use of
technology.
Visualization [V]
Visualization “involves thinking in pictures and images, and the ability to perceive, transform and
recreate different aspects of the visual-spatial world” (Armstrong, 1993, p. 10). The use of
visualization in the study of mathematics provides students with opportunities to understand
mathematical concepts and make connections among them. Visual images and visual
reasoning are important components of number, spatial and measurement sense. Number
visualization occurs when students create mental representations of numbers.
Being able to create, interpret and describe a visual representation is part of spatial sense and
spatial reasoning. Spatial visualization and reasoning enable students to describe the
relationships among and between 3-D objects and 2-D shapes.
Measurement visualization goes beyond the acquisition of specific measurement skills.
Measurement sense includes the ability to determine when to measure, when to estimate and to
know several estimation strategies (Shaw & Cliatt, 1989).
Visualization is fostered through the use of concrete materials, technology and a variety of
visual representations.
Problem Solving [PS]Learning through problem solving should be the focus of mathematics at all grade levels. Whenstudents encounter new situations and respond to questions of the type, “How would you...?" or“How could you...?” the problem-solving approach is being modeled. Students develop their ownproblem-solving strategies by being open to listening, discussing and trying different strategies.In order for an activity to be problem-solving based, it must ask students to determine a way toget from what is known to what is sought. If students have already been given ways to solve theproblem, it is not a problem, but practice. A true problem requires students to use prior learningin new ways and contexts. Problem solving requires and builds depth of conceptualunderstanding and student engagement.Problem solving is also a powerful teaching tool that fosters multiple, creative and innovativesolutions. Creating an environment where students openly look for and engage in finding avariety of strategies for solving problems empowers students to explore alternatives anddevelops confident, cognitive, mathematical risk takers. Technology [T]Technology contributes to the learning of a wide range of mathematical outcomes and enablesstudents to explore and create patterns, examine relationships, test conjectures and solveproblems.Calculators and computers can be used to:• explore and demonstrate mathematical relationships and patterns• organize and display data• extrapolate and interpolate• assist with calculation procedures as part of solving problems• decrease the time spent on computations when other mathematical learning is the focus• reinforce the learning of basic facts and test properties• develop personal procedures for mathematical operations• create geometric displays• simulate situations• develop number sense.Technology contributes to a learning environment in which the growing curiosity of students canlead to rich mathematical discoveries at all grade levels. While technology can be used in K–3to enrich learning, it is expected that students will meet all outcomes without the use oftechnology. Visualization [V]Visualization “involves thinking in pictures and images, and the ability to perceive, transform andrecreate different aspects of the visual-spatial world” (Armstrong, 1993, p. 10). The use ofvisualization in the study of mathematics provides students with opportunities to understandmathematical concepts and make connections among them. Visual images and visualreasoning are important components of number, spatial and measurement sense. Numbervisualization occurs when students create mental representations of numbers.Being able to create, interpret and describe a visual representation is part of spatial sense andspatial reasoning. Spatial visualization and reasoning enable students to describe therelationships among and between 3-D objects and 2-D shapes.
Measurement visualization goes beyond the acquisition of specific measurement skills.
Measurement sense includes the ability to determine when to measure, when to estimate and to
know several estimation strategies (Shaw & Cliatt, 1989).
Visualization is fostered through the use of concrete materials, technology and a variety of
visual representations.
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