Best Practice
#1: We have to, as the teacher, understand the different story problem types.
It’s not very necessary that kids can name these story problem types, but, as teachers, we better know what types are out there so that we know whether or not kids are able to solve those.
#2: Allowing kids to model these story problems is crucial.
It is not just giving a story problem and having kids write the equation that goes with it. Kids need to really understand and be able to model the problem with manipulatives and draw pictures/models. We don’t want kids just plucking out the numbers and trying to write the equation to solve. They need to model and truly understand what the story problem is asking them. Now, the big piece of that is being able to connect those models to the equations. So, yes, we do want kids to connect an equation to it, but you’re not just jumping straight to that.
#3: Being able to assess to see how the kids are doing on story problems. Make them about real life.
You will see kids who can do bare problems and they can’t do a story problem. Make sure kids understand how mathematics applies to real life. And, that’s what story problems are about.
Article: Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts. - Jo Boaler
Rote memorization is not the key to learning math facts. We need to adopt strategies that improve a student's ability to solve problems.
Article Fact Fluency Gina Kling BayWilliams.pdfDeveloping and Assessing Basic Fact Fluency -
By Gina Kling and Jennifer M. Bay-Williams
Fact Fluency Without Fear Multiplication Matching Cards and More- same resource is located in the fluency section.
Exploring a range of Thinking Pathways allows teachers and students to move beyond surface learning that focuses on the memorisation of knowledge and facts, to more deep and reflective learning that is focused on developing understanding through more active and constructive processes.