Improving Mathematical Problem Solving in Grades 4 Through 8

Recommendation 1

Prepare problems and use them in whole-class instruction.

improving problem solvingIn math, instruction in problem solving is an integral part of each unit of study. Due to time or other constraints, sometimes these problems have been left for students to complete during independent seatwork or homework. To help math teachers provide instruction in this area, the What Works Clearinghouse has a set of five recommendations for problem solving in middle school that align with the MSM Field Guide’s research-based practices. This week we’ll be showcasing Recommendation 1 of the Improving Mathematical Problem Solving in Grades 4-8, which provides tips on how to prepare word problems and provide explicit instruction in solving them.

Middle School Matters Field Guide Alignment

Mathematics and Mathematics Interventions
Math Principle 4: Develop students’ conceptual understanding of mathematics and provide ample opportunities to improve procedural fluency.
Math Principle 6: Instructions should include strategies for solving word and algebra problems that are based on common underlying structures.

More Tools for Improving Problem Solving

Mathematics: Sample Lessons & Activities

This collection of sample lessons and activities, developed by the National Center on Intensive Intervention (NCII) are intended to assist special education teachers, interventionists, and others working with students with intensive math needs. The materials include considerations for instruction, sample activities and companion materials necessary to complete the activities. The mathematics materials are aligned with the Common Core State Standards and cover a range of skill areas. The materials below are not intended to be used as an intervention, but can provide support for developing and customizing lessons to meet student needs.

Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3-7, Second Edition

This resource from the Center on Instruction identifies professional development needs specific to mathematics. It includes a series of guiding questions that help SEAs evaluate their existing programs and identify professional development activities that meet their needs. It is designed to be used by Regional Comprehensive Centers in their work with State Departments of Education by may also be used by SEAs and districts independently.