teaching:topics:thinking_mathematically:problemsolving:summary
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teaching:topics:thinking_mathematically:problemsolving:summary [2020/06/08 17:11] simon [a summary of the main ideas] |
teaching:topics:thinking_mathematically:problemsolving:summary [2020/08/01 12:40] (current) simon [being systematic about solving problems] |
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| making and management --- pretty much any field which requires thought and initiative rather than simply | making and management --- pretty much any field which requires thought and initiative rather than simply | ||
| carrying out repetitive set actions. It is one of the ways we analyse and talk about the world. | carrying out repetitive set actions. It is one of the ways we analyse and talk about the world. | ||
| + | == == | ||
| {{blog:mathematics-k-10-org-content.png?direct&75 }}It is also at the centre of the maths syllabus, every year from infants to year 12. | {{blog:mathematics-k-10-org-content.png?direct&75 }}It is also at the centre of the maths syllabus, every year from infants to year 12. | ||
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| ===What facts have you been given?=== | ===What facts have you been given?=== | ||
| * write them down as equations, or draw them | * write them down as equations, or draw them | ||
| - | * **then** recheck, does the equation fit the information given --- is it sensible? | + | * **then** recheck, does what you wrote fit the information given --- is it sensible? |
| * there might be some extra, unimportant, facts given | * there might be some extra, unimportant, facts given | ||
| * as you work on the problem, keep going back to the question | * as you work on the problem, keep going back to the question | ||
| Line 104: | Line 104: | ||
| <WRAP tip> | <WRAP tip> | ||
| - | it is all about being systematic --- assembling what you know, remembering some rules, doing a bit of | + | it is all about being systematic --- |
| - | manipulation then giving the answer **to the actual question** --- <wrap em>always in an appropriate form!</wrap></WRAP> | + | |
| + | assembling what you know, expressing it clearly and succinctly, remembering some rules, doing a bit of | ||
| + | manipulation | ||
| + | |||
| + | then giving an answer **to the actual question** --- <wrap em>always in an appropriate form!</wrap></WRAP> | ||
| ===finally — check that your answer is sensible!=== | ===finally — check that your answer is sensible!=== | ||
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| * if you do not get the full answer you will still get marks for getting half way ... | * if you do not get the full answer you will still get marks for getting half way ... | ||
| * but only if you show clearly that you did at least understand the problem | * but only if you show clearly that you did at least understand the problem | ||
| - | * even better --- show that you are //part of way// to the solution! | + | * even better --- show that you are //part of the way// to the solution! |
| * if you are running out of time ... try outlining the steps you need to take, this can be much faster than working out the details, and it might get most of the marks, but only if very clearly described! | * if you are running out of time ... try outlining the steps you need to take, this can be much faster than working out the details, and it might get most of the marks, but only if very clearly described! | ||
| * if you are stuck and you have written down all facts you see that are relevant | * if you are stuck and you have written down all facts you see that are relevant | ||
teaching/topics/thinking_mathematically/problemsolving/summary.1591600307.txt.gz · Last modified: 2020/06/08 17:11 by simon
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