Math Justice League Blog

Dear Math Justice League, 

One of the most challenging aspects of teaching math through problem-solving is ensuring that students develop a deeper understanding of mathematical concepts and procedures. Problem-solving skills play a crucial role in fostering this understanding, fluency, and proficiency. I used to think that the key to teaching through problem solving was in finding the perfect math task. Although using a high-quality mathematics task is essential, I often found myself at the mercy of the lesson, hoping we would arrive at a worthwhile destination in one piece. A shift in my thinking and practice occurred when I began, as the renowned Japanese mathematics teacher Dr. Akihiko Takahashi suggests, "spending as much time imagining how students might respond to a problem as inventing it" (Building a Better Teacher, Green, p. 131).

Collaborative learning experiences with colleagues, involving the (1) analysis of student work and learning progressions, (2) anticipation of student thinking, and (3) productive discourse planning, equipped me with the content knowledge and pedagogical skills to shift from engaging students in problem solving to teaching math through problem solving. However, I acknowledge that my expertise in this area is an ongoing work in progress, constantly evolving. It would be misleading to suggest that the shift to teaching through problem solving is straightforward; it's a complex and often messy process. Yet, when students actively engage in questioning each other's ideas, make conjectures about the nature of mathematics, and truly believe in their abilities as mathematical thinkers, the results continue to fuel our collective efforts.

Are you eager to hone your teaching math through problem solving practice? To get started check out the resources below and consider trying one of the protocols at an upcoming team meeting:

• Looking at Student Work Protocol 

• Anticipatory Planning Protocol and Framework 

Ready for more?

• Explore our Guide for Developing Pedagogical Skill 

• Learn more from Dr. Akihiko Takahashi in his article Beyond Show and Tell: Neriage for Teaching through Problem-Solving

We would love to hear about your experiences. Join us this Thursday for a community gathering (see details below)!

In Crew, 

Jordan Templeton

Senior Coach, Math Specialist 

EL Education