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EDSU108 Problem Solving and Investigating for Teachers

Examines and uses models of mathematical problem solving. Provides students with an opportunity to take part in a number of extended mathematical investigations, consistent with contemporary approaches in schools.

A paper for everyone who wants to find out how to enjoy mathematics! If your experience of maths at school was boring exercises from text books, then this paper is for you. Learn to recognise the mathematics inherent in this rich world we live in and develop your abilities to solve problems. Whether your own mathematical content knowledge is similar to that of the children you may teach or you have studied calculus, this paper will show you how to use your mathematics in meaningful and enjoyable ways.

Paper title Problem Solving and Investigating for Teachers
Paper code EDSU108
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Not offered in 2017
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Restriction
EDUO 142, EDUO 144
Teaching staff
Paper Coordinator: Dr Chris Linsell
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Information literacy.
View more information about Otago's graduate attributes.
Teaching Arrangements
The programme is delivered face-to-face. The aim of the paper is to examine and use models of mathematical problem solving and to provide students with an opportunity to take part in a number of extended mathematical investigations, consistent with contemporary approaches in schools.This paper will:
  1. Explore thinking skills detailed in the Key Competencies of the New Zealand Curriculum document, particularly problem solving
  2. Provide opportunities for students to examine problem-solving models and their use for investigating a wide range of mathematical problems
  3. Encourage students to develop their own interests in mathematics through extended investigations
  4. Build student confidence at problem solving and open-ended investigation, as these are the approaches advocated for teaching children in schools
Textbooks
Bryson, B. (2003). A short history of nearly everything. London: Transworld.

Hill, T. (1987). Work it out! Strategies for problem solving in maths. Melbourne: Oxford University.

Holton, D., & Lovitt, C. (1998). Lighting mathematical fires. Carlton, Vic: Curriculum Corporation.

Holton, D., Neyland, A., Neyland, J., & Thomas, B. (1999). Teaching problem solving: an introduction for primary and junior secondary school teachers. Chichester: Kingsham.

Ministry of Education (1999). Teaching problem solving in mathematics: years 1-8. Wellington: Moonlight.

Schwartz, D. M. (1993). How much is a million. New York: Mulberry.

Stacey, K., & Southwell, B. (1991). Teacher tactics for problem solving. Carlton, Vic: Curriculum Corporation.
Learning Outcomes
  1. Identify a range of problem-solving strategies and approaches
  2. Solve mathematical problems using appropriate problem-solving approaches
  3. Design and conduct extended investigations in mathematics
  4. Demonstrate an understanding of the mathematics inherent in the solution of problems and investigations
Contact
Dr Chris Linsell

^ Top of page

Timetable

Not offered in 2017

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Examines and uses models of mathematical problem solving. Provides students with an opportunity to take part in a number of extended mathematical investigations, consistent with contemporary approaches in schools.

A paper for everyone who wants to find out how to enjoy mathematics! If your experience of maths at school was boring exercises from text books, then this paper is for you. Learn to recognise the mathematics inherent in this rich world we live in and develop your abilities to solve problems. Whether your own mathematical content knowledge is similar to that of the children you may teach or you have studied calculus, this paper will show you how to use your mathematics in meaningful and enjoyable ways.

Paper title Problem Solving and Investigating for Teachers
Paper code EDSU108
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Not offered in 2018
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Restriction
EDUO 142, EDUO 144
Contact
Dr Chris Linsell
Teaching staff
Paper Coordinator: Dr Chris Linsell
Teaching Arrangements
The programme is delivered face-to-face. The aim of the paper is to examine and use models of mathematical problem solving and to provide students with an opportunity to take part in a number of extended mathematical investigations, consistent with contemporary approaches in schools.This paper will:
  1. Explore thinking skills detailed in the Key Competencies of the New Zealand Curriculum document, particularly problem solving
  2. Provide opportunities for students to examine problem-solving models and their use for investigating a wide range of mathematical problems
  3. Encourage students to develop their own interests in mathematics through extended investigations
  4. Build student confidence at problem solving and open-ended investigation, as these are the approaches advocated for teaching children in schools
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Information literacy.
View more information about Otago's graduate attributes.
Textbooks
Bryson, B. (2003). A short history of nearly everything. London: Transworld.

Hill, T. (1987). Work it out! Strategies for problem solving in maths. Melbourne: Oxford University.

Holton, D., & Lovitt, C. (1998). Lighting mathematical fires. Carlton, Vic: Curriculum Corporation.

Holton, D., Neyland, A., Neyland, J., & Thomas, B. (1999). Teaching problem solving: an introduction for primary and junior secondary school teachers. Chichester: Kingsham.

Ministry of Education (1999). Teaching problem solving in mathematics: years 1-8. Wellington: Moonlight.

Schwartz, D. M. (1993). How much is a million. New York: Mulberry.

Stacey, K., & Southwell, B. (1991). Teacher tactics for problem solving. Carlton, Vic: Curriculum Corporation.
Learning Outcomes
  1. Identify a range of problem-solving strategies and approaches
  2. Solve mathematical problems using appropriate problem-solving approaches
  3. Design and conduct extended investigations in mathematics
  4. Demonstrate an understanding of the mathematics inherent in the solution of problems and investigations

^ Top of page

Timetable

Not offered in 2018

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard