Differentiation of problem solving

As with every aspect of mathematics, the skill of problem solving is a skill that develops at different rates for different children. It is not always the case that a numerically able child will be able to solve problems with the same ease that they can complete number sums.

Each problem solving skill needs to be taught explicitly and demonstrated clearly by the teacher.

When discussing any problem with a class, the teacher should try to incorporate as many different approaches to tackling the problem as is appropriate.

• Problems should be flexible to allow for different strategy approaches.
• Children who find problems difficult to approach should be encouraged to visualise the problem using drama, pictures, or apparatus.
• Problems should be broken down stage-by-stage when target teaching, ensuring that all children are able to visualise and understand the purpose of each stage.
• Using a character, whether cartoon, photographed or real, is helpful as the child can relate better when there is someone familiar to indentify with.
• Ensure problems set are relevant to a child's interests and experiences.
• The use of mixed ability grouping or pairing encourages children to listen to other's approaches for solving a problem.
• Use a story or situation where different problems can be solved from one starting point. Each problem could be developing a different strategy within the same lesson.
• Ensure that children are given plenty of opportunities to share solutions to problems and strategies in plenary sessions.