Catalina Dvila

January 19, 2015

EE 333
Assignment Three
Teaching Through Problem Solving
When I was growing up, solving word problems was my least favorite
thing to do. The word problems were not explained well by the teacher or by
the students who volunteered to show their solutions. The problems that I
would solve as an elementary school student were just following an equation.
The problem solving used with the dots was engaging. The problem started
with simple problems that did not frustrate or discourage their approach
towards

trying to solve the problems.

When we

were reviewing the problems,

all

students were encouraged to

participate

and different solutions were

always

welcomed and exciting to see

how many

different way a problem could

be

addressed.
I

learned the true definition of

problem

solving: giving a task to the

students

that they have never seen

before yet

they are able to and can apply

prior

knowledge. If students had

similar task

then it is not considered a

problem

it is practice. I had never

thought of this. During the second visit to Prieto, I was able to hear both
terms used; problem solving and task. When the teacher gave the students
the second problem she told them that their task was to find out how many
more kids are there than cookies. The first problem was a problem-solving
problem while the second was a task since it was practice. Teaching through
problem solving addresses the standards of mathematical practice and also
includes the strands of mathematical proficiency. Problem solving as the
problem solving we did in class allows the mathematics to change the mile
wide, and an inch deep teaching style into teaching that allows students to
practice and develop proficient skills.
The concept of mathematics as an instructional triangle is interesting.
I have known that teaching should be interactive however this instructional
triangle also addresses the interaction between students. In the
observations done at Prieto, there has been a lack of interaction between
students. In mathematics after the problem solving done in class, I have
seen the value of interaction between students. Students who are able to
work with and interact with their peers will understand mathematics in a
variety of ways and will understand that there is not correct method do doing
mathematics as long as it directs them to the correct answer.
In the instructional triangle, the students are not solely relying on the
teacher to learn and the teacher is not relying on all the teaching coming
from the teacher. For example, when been went up to the board to share
with us his new method he in the role of the teacher and now Dr. T was also

a students. As a person who has not really enjoyed or who is fond of

mathematics, I enjoyed the approaches to mathematics as being engaging
and to allowing the students to explain their thinking. When students are
able to explain their thinking they are showing the clear understanding of a
deeper concept or skill.