Nurturing Problem Solvers and Reimagining Math

This is the second in a series of blog posts highlighting the “Deep Dive” Professional Development Process at The Peck School in Morristown. Faculty members with more than three years of experience are expected to take a Deep Dive every four years to participate in a meaningful, reflective activity or project that will benefit them personally, as well as their students and the school. The goal of the Deep Dive is to have a lasting and direct impact on their teaching craft and curriculum.

TRANSFORMATIVE LEARNING THROUGH PROBLEM BASED MATH: A DEEP DIVE WITH AMY PAPANDREOU
BY CHRIS STARR – DIRECTOR OF MARKETING AND COMMUNITY OUTREACH

“There is one thing I’ve observed in my years of teaching. Too often, students are taught how to do things without being taught how to apply what they are learning to solve real world problems,” says Amy Papandreou, Upper School Math Teacher. So when Amy heard about the Anja S. Greer Conference on Math and Technology at Phillips Exeter Academy last summer and its focus on “Problem Based Learning (PBL) in the Math Classroom,” she knew it was the professional development opportunity for her.

Too often, students are taught how to do things without being taught how to apply what they are learning

Problem-based math is an approach that jump-starts the development of the skills essential to mastering higher-level math. Traditional mathematical concepts are still covered, but the problem-based approach makes learning math more intellectually rigorous and creatively engaging. In math, as in life, there may be a variety of ways that a solution can be reached. By capitalizing on this notion in the math classroom, teachers can encourage ingenuity in learning math while discouraging students from quitting on a problem when they feel they aren’t on the right track, or locating the “right answer”.

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