Common European Numeracy Framework

PROBLEM SOLVING

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INTRODUCTION

Often, people stumble upon numeracy problems in their daily lives in very concrete real-life situations. Their aim is not to improve their mathematical competences or to solve mathematical word problems, but to find a concrete solution to a specific problem. Typically, a whole mix of situation perception, problem solving techniques, content knowledge and skills, (self-)believes and possibly computational procedures play a role in such a solution

KEY ISSUES

In mathematics education problem solving is a well-researched topic. Since the groundbreaking publication by George Pólya in the 1945 “How to solve it“, it is one of the major issues in current mathematics education. However, many of these theories refer to textbook problems. Much less literature can be found on how people actual solve problems in real-life quantitative situations. 

ACTIVITIES TO DO

Job interview

Mr. Miller has a job interview. The aim is to study and discuss two or more examples of how this can be addressed in an Adult Numeracy activity. 

Activity 2

Find your own examples and describe learning paths. To design by/with teachers of one or more Adult Numeracy Activities for his/her own teaching situation, exchange results between the teachers. Discuss. Suggestions

Activity 3

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SELF STUDY

Realistic Mathematics education

Stella Dudzic introduces the teaching ideas behind the Making Sense of Maths materials, developed by MEI and Manchester Metropolitan University (MMU) in this 3 minute long video. 

Multiplication

This provides some insight and background into the development of the teaching materials, which in turn were developed into the textbook series. Note that the first few seconds refer to GCSE but the rest is generic.

Problem based learning

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  • Csapó, B., & Funke, J. (2017). The nature of problem solving. Using research to inspire 21st century learning. https://doi.org/10.1787/9789264273955-en
  • Schoenfeld, A. H. (2007). Problem solving in the United States, 1970–2008: research and theory, practice and politics. ZDM, 39(5–6), 537–551. https://doi.org/10.1007/s11858-007-0038-z
  • Jones, I., & Inglis, M. (2015). The problem of assessing problem solving: can comparative judgement help? Educational Studies in Mathematics, 89(3), 337–355. https://doi.org/10.1007/s10649-015-9607-1
  • OECD. (2012). PISA 2012 Results : Creative Problem Solving: Vol. V.
  • J. Rogers (2007): Adult Learning. Problem based learning, Coaching S. 160 – 197
  • Problem-based learning: Reflective coaching for teacher educators. C Basile, F Olson, S Nathenson-MejL´ a – Reflective Practice, 2003 – Taylor & Francis
  • Kaiser, H. (2011). Vorbereiten auf das Prozentrechnen im Beruf. Praxis der Mathematik in der Schule, 53(41), 37-44.
  • Marja Van den Heuvel-Panhuizen and Paul Drijvers (2014): Realistic Mathematics Education; Freudenthal Institute for Science and Mathematics Education, Faculty of Science & Faculty of Social and Behavioural Sciences, Utrecht University, Utrecht, The Netherlands. https://www.icrme.net/uploads/1/0/9/8/109819470/rme_encyclopaediamathed.pdf