Problem Solving Learning Centers in Mathematics
A Problem Based Learning Approach to Teaching Math Skills
Aug 21, 2009
Teaching problem solving skills to students in mathematics requires time, patience, and many opportunities for practice. Math learning centers are common practice in elementary and middle school math classes; however, these centers typically focus on drill for reinforcement of math facts. Instead of these traditional applications, problem solving learning centers promote learners’ critical thinking, math reasoning skills, and ability to solve problems in a variety of situations.
In such learning centers, students work independently, in pairs, or in small collaborative groups. Students move from center-to-center using a variety of strategies including rotation, student choice, or sign-up lists to complete specific centers during a given period of time. Regardless of how students are assigned to these learning centers, the primary focus is on learning how to implement problem solving strategies.
Math Word Problems
Students can typically solve math problems presented in numbers and equations. However when the same math problem is written in a paragraph or sentence format, many students have difficulty sorting the important information from the distracting information. The difficulty students typically have is simply the ability to develop a plan or strategy for solving a word problem.
The following are examples of math centers that focus on specific strategies for solving problems.
Sketches, Drawings, or Models – students are presented with a series of problems in which they are required to use these strategies for solving the problem. Examples include:
- A 10 foot ladder is leaning against a wall. The bottom of the ladder is 5 feet from the wall. How many feet up the wall does the ladder reach?
- Color a square so that one half is green, one-third is yellow and the rest is brown. Do not overlap any colors. Make any pattern you like. How much of the square is brown?
Elimination of Non-Essential Information – students are presented a series of problems in which they must draw a line through non-essential information. Examples include:
- A school cafeteria sells popsicles for 25 cents, nutty buddies for 40 cents, chips for 75 cents, pizza for $1.00 a slice, and ice cream sandwiches for 30 cents. If a student spent $6.00 in the month of October for ice cream, what combinations of ice cream could the student have purchased?
- At the River School library built in 2001, 34 students can sit at seven tables with no empty seats. There are small tables for four students and large tables for six students. The library has 1000 square feet of space for the tables. How many small tables are in the library? How many large tables are in the library?
Develop a Plan – students prepare a written plan for solving a word problem and carry out the plan making connections with each step in the plan. Examples include:
- At a game arcade, the token machine only takes one-dollar and five-dollar bills. The owner knows that kids will want to come back if they have tokens left over. Devise a plan to determine how many tokens can be purchased with one- and five-dollar bills, along with how many tokens each game requires to be played. Explain how plan leaves kids with extra tokens.
- A squirrel is 100 feet away from the tree he wanted to climb. At the end of the first minute the squirrel has traveled half of the distance to the tree. At the end of the second minute it has traveled half of the remaining distance. At the end of the third minute it has traveled half of that remaining distance. Devise a plan to determine how long it will take the squirrel to reach the tree.
Algebra Variables – students prepare algebra equations using “x” for unknown variables. Examples include:
- In New York, a taxi costs 85 cents for the first 1/10 of the first mile and 12 cents for each additional 1/10 miles. How much does it cost to drive 12 miles? Develop an algebra expression for solving the problem and then solve.
- Mary can paint a room in 6 hours. Tom can paint a room in 7 hours. How long will it take both of them to paint a room together? Develop an algebra expression for solving the problem and then solve.
In addition to the above math problem based learning centers, the use of math problem stories and case studies present opportunities for extension activities. Additional tips and strategies for developing math word problem learning centers are only limited by the creative nature of the problems.
Making Connections with Math Problem Based Learning Centers
When students are actively engaged in learning how to solve math problems, they are mentally involved in the process. Problem solving situations, word problems, and algebra math problems used in problem based learning centers provide students with increased opportunities to internalize and make connections.
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