This presentation shows a methodology to teach math using a set of Maps which can be used to teach a large variety of content. This methodology is currently being successfully used in several countries around the world.
2. What do students say?
The instructor moves too fast for students
The instructor knows his subject matter but cannot teach
I am not capable of doing math
I do not see the importance/relevance of math
The exams are too hard
I go blank on exams
The instructor is disorganized
Problems seems too difficult
www.problemsolvingmaps.com (c) Danilo Sirias 2012
3. Do these issues change by
Grade level?
Content?
www.problemsolvingmaps.com (c) Danilo Sirias 2012
5. Where are most efforts being focused
on?
Most efforts are designed to improve the
teaching of individual content
Best way to teach fractions?
Best way to teach decimals
Best way to teach functions?
Best way to teach equations?
New curriculum, new books, new ways to
evaluate, new, …new….
www.problemsolvingmaps.com (c) Danilo Sirias 2012
6. Current model to improve math
education
Concept #1 Concept #2 Concept #3 Concept #4 Concept #5
Best
Practice
#1
Best
Practice
#2
Best
Practice
#3
Best
Practice
#4
Best
Practice
#5
www.problemsolvingmaps.com (c) Danilo Sirias 2012
7. Teachers keep trying to find
innovative ways to teach….
www.problemsolvingmaps.com (c) Danilo Sirias 2012
8. What is challenging about this
approach?
The methods used by students
to learn one topic may not
transfer to a different topic
Continuous changes in the
teaching approaches
It requires a lot of effort from
teachers and administrators
Math education is fragmented
(C) Danilo Sirias 2013
9. An ideal math learning process would
Be effective
Teach students tools that are transferable
from one topic to another
Be easily incorporated into the existing
curriculum
Allow teachers to teach a variety of topics
Not require enormous amount of training
www.problemsolvingmaps.com (c) Danilo Sirias 2012
10. Can we do something different?
We can learn from good students
They do well regardless of the topic
…the grade
…the teacher
WHY?
They have a generic process to solve
problems
(C) Danilo Sirias 2013
11. Proposed model
Concept #1 Concept #2 Concept #3 Concept #4 Concept #5
Common set of
thinking skills
www.problemsolvingmaps.com (c) Danilo Sirias 2012
13. The relationship between the hierarchy
of math knowledge and their required
thinking process
Factual Memorization
Simple Rules Finding patterns (inductive
thinking)
Multi-rule problems Applying generic rules
to specific problems (deductive thinking)
Application problems Breaking down
problems into smaller sub-problems
www.problemsolvingmaps.com (c) Danilo Sirias 2012
14. Thinking process Problem solving map
Finding patterns Example-Conclusion
graph
Applying generic
rules to specific
problems
Multi-rule Branch
Breaking down
problems
Math Breaker
Thinking processes and their
corresponding problem solving map
www.problemsolvingmaps.com (c) Danilo Sirias 2012
16. Example 2
Your own example
Example 1
Example 3
Example-conclusion graph
Conclusion
www.problemsolvingmaps.com (c) Danilo Sirias 2012
17. Example 2
Your own example
Example 1
Example 3
Example-conclusion graph
Explanation
Conclusion
1) Provide three
examples
2) So students can write
their conclusion
3) And then create
their own example
www.problemsolvingmaps.com (c) Danilo Sirias 2012
18. Example 2
Your own example
Example 1
Example 3
3X = 6
X = 2
5X = 15
X = 3
12X = 7
X = 7/12
Algebra rule
example
Conclusion
www.problemsolvingmaps.com (c) Danilo Sirias 2012
21. Multi-rule branch explanation
Step 2
Step 1 Math Rule
2) And apply this rule
3) To move to this step
1) You start here
www.problemsolvingmaps.com (c) Danilo Sirias 2012
22. Multi-rule
Branch
X = 3
3X = 9
3X - 7 = 2
Addition property of
equality
Division property of
equality
www.problemsolvingmaps.com (c) Danilo Sirias 2012
24. Math breaker for teaching content
Description of step Description of step
Description of step
www.problemsolvingmaps.com (c) Danilo Sirias 2012
25. Math breaker
Description of step Description of step
Description of step
Space for students to
work on that step
Arrows denote
prerequisites,
what steps need
to be completed
before moving to
the next step
(C) Danilo Sirias 2013
Each step has a brief
instruction of what to do
26. Find the cube root of the first term Find the cube root of the second term
Write the second termWrite the first term
Write first factor (FF) as cube root of the first term
plus cube root of the second term
Use the FF to find the second factor (SF) by finding the square of the first term minus
the product of the first and the second term plus the square of the second term
Final factorization is the product of FF and SF
Factoring sum of cubes
(Standard form a3+ b3)
www.problemsolvingmaps.com (c) Danilo Sirias 2012
27. Structured problem: Graphing the equation of a line in standard
form
1. Identify the y-intercept (b)
3. Identify the slope (m)
(C) Danilo Sirias 2013
2. Plot b on the y axis
4. Starting from the plotted point b, graph a 2nd
point using m, where m = rise/run and connect
the 2 points using a straight line
28. Semi-structured problems: Word
problems
A group of 5 girls and 6 boys went to the fair.
Each girl has a medium soft drink at $1.00
each and a bag of fries at $1.80 each. The
boys decided to also buy soft drinks (large at
$1.10 each) and had ice cream at $1.10
each. How much more did the girls spend in
all than the boys?
(C) Danilo Sirias 2013
29. How much more did the girls spend in all than the boys?
How much did the boys spend?How much did the girls spend?
How many girls
are there?
How much did each
boy spend?
How many
boys are there?
How much did each
girls spend?
How much is a
medium drink?
How much is a
bag of fries?
How much is a large
soft drink?
How much is ice
cream?
(C) Danilo Sirias 2013
Starting from question
39. The goal is to use the problem
solving maps to teach as many
topics as possible so that
students internalize the thinking
skills to the extent that they use
them to solve future problems on
their own
www.problemsolvingmaps.com (c) Danilo Sirias 2012
40. Advantages
Problem solving maps can be used to teach a
large variety of topics
For students, the skills are transferable from
one topic to the next
They can be easily introduced within the
current curriculum
It does not take a long time for teachers to
learn them.
www.problemsolvingmaps.com (c) Danilo Sirias 2012
41. Additional advantages
Students have better notes which can lead to
better performance.
The time it takes to cover the content is
shorter.
Improvement efforts can be targeted to the
right place.
Teacher can also use the diagrams as a tool
for grading.
www.problemsolvingmaps.com (c) Danilo Sirias 2012