Putting my new techniques to the test!

This week I began working on the EQAO Problem Solving Assignment. The first part of the assignment requires us to solve two EQAO math problems in two or more processes. The second part requires us to find two volunteers to observe while they worked through the problems. We were provided problems at either the grade three or six level that came directly from tests of previous years. As I am currently doing my practicum in a grade seven classroom I was given grade six questions. In the beginning, I was a little nervous since we had only just begun our math class and as I stated in my last post, I don’t have the grandest background in math. It wasn’t so much about feeling unable to answer the questions (I was pretty sure I would be fine in that regard) it was more a slight worry about feeling confident enough in my understanding to provide proper answers for any questions my volunteers may have. However, I decided to take on the challenge with a positive attitude; because as they say, if every number in the alphabet were assigned a number from 1-26, knowledge would only equate to 96% and hardwork would only be 98% but attitude would equal 100%!

I began with the first question. It was a word problem that essentially required me to find the surface area of a rectangular prism. As I initially couldn’t remember the exact ‘formula’ I had been taught I decided to start fresh, and solve the problem the way that I felt looked the easiest.  To my surprise I had a really enjoyable time when I was able to deconstruct the problem to best fit my learning style. Even more surprisingly though, getting through the problem and finding an answer in my own way actually jogged my memory and all of a sudden, I could remember the formula I had once been taught! After checking the answers both ways I discovered that, my way, although a little slower, got me to the place I needed to be! The best part was, I didn’t have to struggle through some provided formula or search my memory trying to remember an exact set of steps. Instead, I was able to maneuver through the question in the way that made most sense to me, which in turn made remembering the formula that much easier.

After my experience, and how much enjoyment I got from discovering multiple solutions to the problem, I couldn’t contain my excitement. So I asked someone else in my household how they would answer the question. They responded with yet another process; which for me, just felt like another insight into how individual brains work. The household ‘student’ then asked ‘why are you so excited about this? I may have gotten the answer right but my work is all wrong” which caused a slight stray in my diligent work habits and promoted me to go on a long tangent explaining how important it is to encourage creative thought in problem solving. Needless to say my family is now very well versed in the importance of multiple solutions and differentiated learning.

In class, we have talked about how important it is for teachers to think on as many levels as possible to try and predict all possible answers that could be created by students. We’ve worked through multiple definitions and examples of how to solve a particular problem; but for me this was the first time I was really seeing it through my own experience. My work so far on the EQAO assignment has allowed me to put some of the concepts we have been learning in class to the test, which has really solidified my understanding of them and increased my confidence in my math teaching ability.