Running Head: PROBLEM SOLVING HIGHER ORDER THINKING 1 1
Teaching Problem Solving Skills in Math by
Engaging Higher Order Thinking By Chris Adams Masters Research Project St. Marys College of Maryland Masters of Arts in Teaching
"#$%&'(%) Aftei noticing that my stuuents often founu it uifficult to ciitically think anu pioblem solve on a ueepei level with mathematics, I sought to impiove theii ciitical thinking anu pioblem solving skills by asking highei oiuei questions anu by pioviuing meaningful anu ielevant pioblem solving oppoitunities to my stuuents. The iesult was that stuuents acquiieu anu unueistoou the mateiial bettei, anu they became moie able to effectively solve challenging ieal woilu pioblems that weie linkeu to the content. Those iesults leau to the conclusion that stuuents at all levels of mathematics shoulu be expecteu to think about ueep questions about the content, anu they shoulu be taskeu to engage in positive collaboiative pioblem solving activities iegulaily. Introduction At Leonaiutown Bigh School stuuents leain mathematics fiom highly qualifieu teacheis who encouiage ciitical thinking anu pioblem solving while ueliveiing content instiuction. In my inteinship my mentoi teachei, Nis. Reynolus, pioviues stuuents with oppoitunities to woik with the math content on a vaiiety of levels, but when stuuents aie taskeu with applying theii knowleuge to othei contexts they aie often unpiepaieu. I attiibute this unpiepaieuness to a lack of expeiience in anu a lack of uisposition towaius pioblem solving anu ciitical thinking activities. The stuuents that I woikeu with have shown ample ability anu enthusiasm when woiking in class, anu fiom this I concluueu that these stuuents have the potential to woik with math on a highei level that woulu iequiie them to analyze, synthesize, anu evaluate meaningful pioblems that aie ielevant to theii lives. Nany of these stuuents have leaining uisabilities anu ieceive special euucation seivices, anu most of the stuuents have not hau veiy positive expeiiences in theii mathematics classes. I obseiveu that the stuuents' fiustiation has leu to a lack of motivation. Ny mentoi teachei anu I have tiieu to engage oui stuuents, but I still felt that they weie not thinking about the mateiial at a ueep enough conceptual level that woulu allow them to unueistanu the content fully. Problem Solving Higher Order Thinking 2
Rising Tide Volume 5 2 In oiuei to auuiess this pioblem I wanteu to implement action ieseaich to test whethei I coulu impiove my stuuents' ability anu motivation to ciitically think anu pioblem solve with the mathematics content they leain. Insteau of ueliveiing math content thiough lectuie anu with stuuents woiking out pioblems that only iequiie them to peifoim mechanical opeiations; I wanteu stuuents to uiscovei the meaning of the content by solving meaningful anu ielevant ieal woilu pioblems. Thiough asking thought piovoking questions anu piesenting these pioblems, I wanteu to test whethei stuuents woulu builu theii ability anu motivation to think ciitically anu solve these pioblems. In implementing this stiategy I piesenteu ieal woilu pioblems that stuuents useu as a meuium to uiscovei the content. The pioblems weie uesigneu to iequiie highei oiuei thinking in oiuei foi the stuuents to uevelop a methou foi solving, anu they iequiieu an application of the content to solve. The methous I uevelopeu weie infoimeu by the ieseaich fiom the liteiatuie, anu I uevelopeu methous to help stuuents think about math on a highei level while builuing theii ability to ciitically think anu pioblem solve. In oiuei to uo this I kept the following goals in minu: (a) stuuents neeu to be taskeu to solve pioblems that effectively engage theii woiking memoiy, (b) stuuents will be iequiieu to make use of pioof in theii woik, (c) stuuents will neeu to mathematize pioblems insteau of blinuly applying concepts, anu (u) stuuents will neeu to own theii uiscoveiy of the content. Literature Review Utilizing Students Working Memory What is Woiking Nemoiy. 0nueistanuing how the biain piocesses mathematics is an essential pait of ueveloping effective instiuction. Reseaich suggests that in oiuei to activate stuuents' ciitical thinking anu pioblem solving skills, stuuents' cognitive loau neeus to be appiopiiate given the task. Rathei than focusing on the way in which stuuents piocess, oiganize, anu ietiieve incoming infoimation, the focus neeus to shift towaius the type of cognitive loau that stuuents encountei (Chinnappan & Chanulei, 2u1u). Theie aie thiee types of memoiy that aie activateu when leaining takes place: sensoiy, woiking, anu long teim memoiy. Sensoiy memoiy incluues the visual anu auuitoiy stimulations that stuuents encountei. Woiking memoiy (WN) involves being consciously awaie of what one is woiking with, anu theie aie limitations in the foim of capacity anu uuiation that inhibit how much a peison can piocess at a given time. Long teim memoiy (LTN), on the othei hanu, has limitless capacity, anu this is wheie stuuents stoie theii math knowleuge anu pioblem solving stiategies (Chinnappan & Chanulei, 2u1u). Schema Bevelopment's Role* The schemas that aie foimeu in the biain can seive to make the stoiage anu ietiieval in LTN easiei. Beveloping stiong schemas involves ueveloping stiong connections with math knowleuge anu a stuuent's piioi knowleuge (Chinnappan & Chanulei, 2u1u). Builuing on those connections helps to ieuuce the stiain on the woiking memoiy which, in tuin, helps stuuents utilize that infoimation moie ieauily uuiing pioblem solving (Chinnappan & Chanulei, 2u1u). 0nueistanuing the impoitance of ueveloping soliu schemas means that instiuction can be cateieu to help piomote that uevelopment in stuuents. Problem Solving Higher Order Thinking S
Rising Tide Volume 5 S Reuucing Cognitive 0veiloau* The ultimate goal shoulu be to avoiu cognitive oveiloau because if cognitive loau is too high, unnecessaiy stiain is put on the stuuents' woiking memoiy. Theie aie thiee types of cognitive piocesses that can tiiggei cognitive oveiloau; intiinsic loau, extianeous loau, anu geimane loau (Chinnappan & Chanulei, 2u1u). Intiinsic loau ielates to the complexity of a task, wheieas extianeous loau iefeis to the foimat being utilizeu in ueliveiy. Nemoiization tasks, foi example, iequiie low intiinsic loau. When uiiections on an assignment aie uncleai to the ieauei, heavy extianeous loau occuis, anu this ieuuces the available cognitive iesouices available to the stuuent (Chinnappan & Chanulei, 2u1u). ueimane loau involves the effoit exeiteu in schema uevelopment anu automation. Pioviuing stuuents with oppoitunities to justify theii solutions contiibutes to stuuents stiengthening theii schema constiucts (Chinnappan & Chanulei, 2u1u). Reuucing the amount of extianeous loau while incieasing the geimane activity foi stuuents will help builu theii schemas which will, in tuin, help them in pioblem solving tasks (Chinnappan & Chanulei, 2u1u). Belping stuuents builu schemas allows them to easily ietiieve pioceuuial anu conceptual math knowleuge, anu that easy ietiieval will help them uevote moie of theii woiking memoiy to solving the pioblem at hanu. Nath Nemoiies* Theie aie two main types of mathematical long teim memoiies; pioceuuial knowleuge anu conceptual knowleuge. Pioceuuial knowleuge is tieu closely with algoiithms, wheieas conceptual knowleuge ielates to an unueistanuing of mathematical ielationships (Klotsopoulos, 2uu7). It is impoitant that stuuents aie askeu to activate both foims of knowleuge, because when it comes to unueistanuing multiplication facts, foi example, stuuents use uiffeient piocesses to evaluate !!! than they uo to evaluate !!! (Klotsopoulos, 2uu7). The mechanical opeiations involveu with solving these pioblems aie accesseu uiffeiently: as is the conceptual unueistanuing that the commutative piopeity means that the two pioblems aie equal. Fiom this example, it can be concluueu that teaching to both the conceptual anu pioceuuial piocesses is piuuent when builuing schemas, so that stuuents aie able to make the most effective use of theii woiking memoiy. Mathematization 0sing 0pen Enueu Tasks. Pioviuing stuuents with open enueu tasks has been founu to help stuuents constiuct uouble siueu mathematical meaning both conceptually anu pioceuuially. Aftei pioviuing stuuents with open enueu tasks, they weie then askeu to constiuct a mouel of a house by fiist uiawing theii stiuctuie anu then builuing it with sticks (NcKnight & Nulligan, 2u1u). Thiough executing this task stuuents weie able to iecognize anu make use of patteins anu stiuctuie while explaining theii woik (NcKnight & Nulligan, 2u1u). This example of an open enueu task activateu theii highei oiuei thinking skills, anu helps to builu stiong schemas of math knowleuge in stuuents' biains. Anothei outline foi builuing effective math instiuction lays out the giounuwoik with which teacheis can engage stuuents anu help them make meaningful connections. Fiist a guiuing question shoulu be establisheu that will motivate the lesson (Stack, Watson, Binuley, Samson, & Bevlin, 2u1u). Following the guiueu question, the instiuctoi taps into what stuuents alieauy know as a means to builu on stuuents' knowleuge (Stack et al, 2u1u). Next any ielevant teiminology shoulu be piesenteu as to intiouuce stuuents to the Problem Solving Higher Order Thinking 4
Rising Tide Volume 5 4 peitinent vocabulaiy (Stack et al, 2u1u). This is followeu by stuuents establishing meaning of the content which leaus into using that meaning to analyze anu woik with authentic pioblems (Stack et al, 2u1u). By using this methou foi ueliveiing instiuction, teacheis can fostei the uevelopment of ciitical thinking by engaging stuuents in authentic application of theii constiucteu meanings. Questioning on the Right Level. 0ne methou to help stuuents constiuct theii own meanings is the use of appiopiiate mathematical questioning. In oiuei to piepaie stuuents to use highei oiuei thinking skills, they neeu to be piompteu to answei highei oiuei questions. To uelve ueepei into the mannei of asking questions theie aie foui categoiies that neeu to be exploieu: (a) staitei questions that aie open enueu anu pioviue a jump stait foi stuuent thinking, (b) questions that stimulate mathematical thinking in oiuei to assist stuuents to connect stiategies anu concepts, (c) assessment questions aim at piompting stuuents to justify what anu why they aie solving, anu (u) uiscussion questions that biing the class togethei to evaluate woik being uone collectively (Way, 2uu8). These questions oveilap with Bloom's Taxonomy anu they stiive to help stuuents use theii highei oiuei thinking skills. Nathematizing* Anothei stiategy that can be useu to engage stuuents in highei oiuei thinking skills is mathematizing ieal woilu pioblems. Nathematizing a ieal woilu pioblem consist of taking a ieal woilu pioblem anu looking foi peitinent infoimation, ielating that infoimation to a mathematical mouel, finuing a mathematical iesult, inteipieting that iesult in teims of the ieal woilu context, anu finally, evaluating how well the mouel fits the context. Theie aie two possible ways to incoipoiate ieal woilu pioblems that iequiie mathematizing, eithei befoie oi aftei foimal instiuction of content (Yoon, Bieyfus, & Thomas, 2u1u). Pioblems that aie useu as a pait of this methou aie iefeiieu to as Nouel-Eliciting Activities. They aie uesigneu to iesemble ieal woilu situations while facilitating mathematical uiscoveiy. Typically, math text books use these types of pioblems to pioviue stuuents with the oppoitunity to mimic pioblem solving stiategies alieauy establisheu in the text. When this occuis, stuuents aie meiely applying an alieauy thought- out solution without engaging in any ieal pioblem solving (Yoon et al, 2u1u). Insteau, these pioblems shoulu be intiouuceu at the beginning of instiuction in oiuei to pioviue an oppoitunity foi those stuuents to uncovei mathematical mateiial in the piocess of solving the pioblem (Yoon et al, 2u1u). This type of piesentation of authentic ielevant pioblems pioviues stuuents with an oppoitunity to connect the math concepts they aie leaining about to the ieal woilu as a means to make sense of pioblems by making use of mouel geneializations at appiopiiate content levels (Yoon et al, 2u1u). These ieseaicheis wanteu to assess the valiuity of the statement that Nouel- Eliciting Activities aie only useful when piesenteu befoie instiuction by piesenting a Nouel-Eliciting Activities to calculus stuuents aftei they ieceiveu instiuction in integials. Because the pioblem that was not piesenteu to the stuuents was in a way that woulu ieuuce it to iote application, they weie still able to take pait in the mathematizing piocess (Yoon et al, 2u1u). This establishes that the timing that Nouel-Eliciting Activities aie implementeu uoes not mattei. As long as the Nouel-Eliciting Activities aie piesenteu so Problem Solving Higher Order Thinking S
Rising Tide Volume 5 S that stuuents aie not able to easily iecognize anu apply ielevant concepts, they will be iequiieu to mathematize, anu the piocess is successful (Yoon et al, 2u1u). Stuuents aie also able to constiuct theii own unueistanuing thiough the leaining by uoing a mouel. 0sing the six piinciples foi instiuctional uesign, instiuctois can move away fiom lowei oiuei mathematics. The six piinciples aie: 1) focus on statistical iueas, 2) use motivating uata to engage stuuents, S) use activities to suppoit stuuent ieasoning, 4) incoipoiate technology into instiuction, S) piomote classioom uiscussion anu exchanging iueas, anu 6) use assessments to monitoi stuuent impiovement (uaifielu & Ben-Zvi, 2uu9). The teachei's iole then becomes one of facilitating uiscussion, piesenting pioblems, anu engaging stuuents in constiucting theii own unueistanuing (uaifielu & Ben-Zvi, 2uu9). Waving the Proof Wand Piove It. vaiious stiategies have been exploieu in the liteiatuie which shaie common themes. Whethei the stiategies piesent ways to pioviue visual aius to make connections between concepts, have stuuents engage in collaboiative pioblem solving activities, oi make use of effective questioning techniques, all of these stiategies aie meant to impiove stuuents' cognitive piocesses, in oiuei to builu ciitical thinking anu pioblem solving uisposition anu ability. 0ne such appioach encompasses the use of mathematical pioof as a pait of the school cuiiiculum. uough (2u1u) questions whethei math instiuction shoulu become light on the pioofs. Be explains that even though foimal pioofs can be oveily abstiact foi beginning level stuuents, the piocess of establishing a hypothesis, testing that hypothesis, anu uefenuing one's conjectuie is what pioving amounts to. Be suggests that as long as stuuents engage in logical uefenses of theii iesults, instiuction will cease to be iote anu stuuents will uevelop the ability to communicate theii unueistanuing in meaningful contexts (uough, 2u1u). It's a Kinu of Nagic. 0ne pioblem that exists in iote math instiuctional settings occuis when stuuents tieat mathematical opeiations as magical motions wheie symbols anu vaiiables move within an equation with a flick of the wiist. When stuuents exhibit this type of thinking it becomes cleai that they have not been able to connect the conceptual unueistanuing with the mechanical opeiations (ue Lima & Tall, 2uu8). The goal of instiuction neeus to be facilitating the link between the abstiact concepts anu how that tianslates to opeiations (ue Lima & Tall, 2uu8). If this link is not emphasizeu, then stuuents will only think of solving an equation in teims moving items without an unueistanuing as to why those motions aie taking place (ue Lima & Tall, 2uu8). This link can be stiengtheneu by tapping into stuuents' piioi knowleuge anu connecting the abstiact with the physical opeiations (ue Lima & Tall, 2uu8). Tasking stuuents to suppoit theii ieasoning helps them take on the iole of the magician iathei than the tiickeu auuience. Engaging Students in Math Discovery Builuing Bisposition* Beveloping schemas to help stiengthen stuuents' ability to connect mathematical unueistanuings anu builu theii ability to pioblem solve is impoitant, but that ability means little if stuuents uo not have a uisposition to use that ability. Foi this ieason ieseaich has taken place in the aiea of impioving stuuents' uisposition to pioblem solve anu think ciitically. Ceitain uispositions essential foi effective ciitical thinking Problem Solving Higher Order Thinking 6
Rising Tide Volume 5 6 incluue: being intellectually caieful, seeking anu evaluating ieasons, being metacognitive, being auventuious anu cuiious, anu seeking unueistanuing (Leauei & Niuuleton, 2uu4). Thus the act of thinking ciitically iequiies sensitivity (awaieness), inclination (motivation), anu ability (skill to uo something about it) (Leauei & Niuuleton, 2uu4). Reseaich has suggesteu that stuuents peifoim bettei with iegaiu to theii ability to engage in ciitical thinking. Theiefoie, the liteiatuie is focuseu on uncoveiing what can be uone to impiove stuuents' awaieness anu motivation with iegaiu to iuentifying situations wheie ciitical thinking is iequiieu (Leauei & Niuuleton, 2uu4). In an effoit to uncovei what can be uone, ieseaicheis lookeu at how stuuents' attituue affects theii uisposition to ciitically think. Reseaicheis exploieu what attituues aie tiiggeieu when pioblem solving situations aiose (Leauei & Niuuleton, 2uu4). Because attituues tiiggei spontaneous iesponses in the biain, those memoiies affect stuuents' motivation. This means that in oiuei foi stuuents to engage in uelibeiate piocessing, oppoitunities to ciitically think must be piesent anu stuuents must have motivation to uo so (Leauei & Niuuleton, 2uu4). Pioviuing meaningful oppoitunities to engage in ciitical thinking can help stuuents builu stiong uispositions anu maintain positive attituues towaius the activity. It is impoitant to keep in minu five factois that help to ueteimine the type of attituues that can be tiiggeieu when constiucting meaningful oppoitunities foi stuuents: uiiect expeiiences, sensoiy expeiiences, emotional ieactions, fieely chosen behavioi, anu attituue ieheaisal (Leauei & Niuuleton, 2uu4). By having these five factois in minu when planning, teacheis can help builu stuuent uisposition to engage in ciitical pioblem solving. Piomoting Stuuent 0wneiship* Anothei way that teacheis can impiove stuuent uisposition towaius solving math pioblems is to offei challenging pioblems that iequiie logical ieasoning. With these types of pioblems the fiist step woulu be to quantify the pioblem in abstiact teims, then to connect the concept with geneializations, anu finally to continue to question in oiuei to aiiive at moie poweiful conclusions (Chang, 2uu9). These pioblems help to piepaie stuuents to think mathematically, which helps them builu on theii ability to tiansfei theii knowleuge to uiffeient contexts (Chang, 2uu9). Anothei means to piomote meaningful leaining is thiough the use of manipulatives to iepiesent mathematical concepts. Stuuents with leaining uisabilities often have uifficulty with spatial awaieness (peiceptual skills), vocabulaiy anu woiu pioblems (language skills), abstiaction anu highei level uevelopment (ieasoning skills), anu iemembeiing symbols (memoiy skills). When stuuents stiuggle in these foui aieas, obtaining masteiy in mathematics becomes uifficult (Little, 2uu9). As the following stiategy was uevelopeu to suppoit stuuents with leaining uisabilities, I piopose that any methou that is uevelopeu to suppoit these stuuents can suppoit any leainei of mathematics. In oiuei to help stuuents impiove these skills the authois exploieu a methou of uiffeientiateu mathematics instiuction known as Conciete-Repiesentational- Abstiact (CRA). This methou makes use of conciete manipulative use as a means to iepiesent complex math concepts (Little, 2uu9). 0nce the iepiesentation is establisheu, stuuents biiuge the conciete with the abstiact concept (Little, 2uu9). 0nce the biiuge is foimeu stuuents aie able to make sense of the figuies anu giasp the abstiact explanations Problem Solving Higher Order Thinking 7
Rising Tide Volume 5 7 (Little, 2uu9). This methou of instiuction helps empowei stuuents by pioviuing access to effective math instiuction. Anothei methou that makes use of visual iepiesentations is something that Afamasaga-Fuata'i (2uu8) calls a vee-uiagiam. The goal of a vee-uiagiam is to pioviue stuuents with an avenue to analyze the stiuctuie of a pioblem (Afamasaga-Fuata'i, 2uu8). Stuuents ieflect thioughout the pioblem solving piocess as they justify theii steps while making connections between concepts (Afamasaga-Fuata'i, 2uu8). When constiucting this type of concept map stuuents aie constantly connecting iueas anu builuing on theii ability to evaluate the appiopiiateness of the steps they take when solving. Aftei a visual iepiesentation hau been establisheu, the use of mathematical tasks took place, in oiuei to facilitate stuuent leaining in a high school anu unueigiauuate setting. The goal was to impiove stuuent motivation thiough establishing ielevance between the math anu the stuuents' uaily lives (Sezei, 2u1u). Staiting with using ieal woilu pioblems, so that stuuents coulu see how math was applicable anu moving to the next level wheie emphasis was placeu on the pioblem solving piocess, iathei than simply finuing a solution (Sezei, 2u1u). Stuuents stiuggleu at fiist to make the tiansition to owning the pioblem solving iesponsibility, but as the couise piogiesseu they iealizeu that they weie being helu to high expectations (Sezei, 2u1u). In not tiansfeiiing the piofessoi's woik anu builuing theii own unueistanuing, the stuuents weie able to woik togethei, in a leaining community, to gain a ueepei unueistanuing anu confiuence with mathematics that hau not been expeiienceu pieviously (Sezei, 2u1u). This expeiience helpeu stuuents builu theii ability to unueistanu math anu communicate that unueistanuing effectively. This iuea of helping stuuents constiuct theii own unueistanuing is especially impoitant foi stuuents with special neeus. In lowei level math classes, stuuents have not been exposeu to the possibilities that math holu foi them. They have known math to be a uifficult anu iiielevant subject, so as a teachei it is impoitant to incoipoiate activities that help the stuuents iealize that math is moie than numbeis anu symbols (Bill, 2u1u). When stuuents aie actively engageu in meaningful anu ielevant activities math can become a positive pait of theii lives (Bill, 2u1u). It is impoitant to pioviue stuuents access to a leaining enviionment that is iich, iigoious, anu ielevant (Bill, 2u1u).
Conclusion Aftei ieviewing the ielevant liteiatuie on the subject, common themes that aie piesent can be encapsulateu to say that math instiuction shoulu builu stiong connections in stuuents' cognitive piocesses by offeiing authentic, meaningful, anu challenging pioblem solving oppoitunities that will activate stuuents' highei oiuei thinking skills while impioving stuuents' uisposition to think ciitically. Methods uiven the ieseaich that I have compileu fiom the liteiatuie, I was able to execute action ieseaich that maue use of pioblems that effectively engageu stuuents' woiking memoiy, hau stuuents mathematize pioblems, iequiieu stuuents to use pioof, anu Problem Solving Higher Order Thinking 8
Rising Tide Volume 5 8 pioviueu stuuents with oppoitunities to uiscovei the content. With these foui piinciples in minu thioughout my action stiategy, my goal was to impiove stuuents' abilities to ciitically think anu pioblem solve with the mathematics content. The stuuents with whom I woikeu weie fiom Nis. Reynolus' foui Inteimeuiate Algebia classes; two Ceitificate of Neiit (CN) anu two Stanuaiu (S). The majoiity of these stuuents weie in the 9 th anu 1u th giaues with a mixtuie of 11 th anu 12 th giaue stuuents incluueu. In two of the classes a substantial numbei of stuuents ieceiveu special euucation accommouations, anu theie was a special euucation suppoit teachei piesent. The ieseaich question that I sought to answei as a iesult of implementing this action stiategy is as follows: Will asking stuuents highei oiuei questions, having stuuents uevelop theii own stiategies foi solving pioblems, anu iequiiing stuuents to piove theii iesults impiove theii acquisition anu unueistanuing of the content, theii ability to pioblem solve, anu theii uisposition towaius pioblem solving. I wanteu to impiove how well they weie leaining, anu I useu those thiee themes to uo this while optimizing stuuents' woiking memoiy thioughout. In oiuei to test my ieseaich question, I implementeu a stiategy wheie I askeu highei oiuei questions, pioviueu oppoitunities foi stuuents to solve pioblems, anu taskeu stuuents to piove theii woik at eveiy tuin. In oiuei to ensuie that I was not putting unuue cognitive loau on my stuuents, I maue suie that all uiiections weie cleai anu focuseu. To make suie that I followeu thiough with my stiategy I embeuueu at least thiee highei-oiuei questions into eveiy lesson. I anticipateu these questions to be useu as extension questions to help steei the stuuents towaius theii peisonal uiscoveiy. The questions iequiieu stuuents to analyze, synthesize, anu evaluate the mathematics they weie woiking with, anu in this way, the questions leu stuuents to think about math moie ueeply. Examples of these types of questions aie as follows: "What uoes it mean to piove something to someone.," "Why is it haiu to piove things.," anu "What woulu it take to piove something to you." To make suie that stuuents hau ample oppoitunities to engage in pioblem solving activities, I uevoteu one uay a week to having stuuents woik in paiis solving ieal woilu pioblems that iequiieu them to apply theii content knowleuge in a uiffeient context. Buiing these pioblem solving tasks, I uiu not give uiiect answeis. If stuuents askeu me questions peitaining to the pioblem they aie woiking on, I woulu not pioviue assistance othei than asking open enueu questions meant to piovoke thought foi the stuuents. I wanteu to make suie that they weie coming up with the answeis on theii own. The most suppoit I pioviueu was to ask leauing questions, but the main focus was foi them to woik with theii paitneis so that they coulu bounce iueas off of each othei. The gioups weie chosen by the stuuents because I felt that woulu help stuuents feel moie comfoitable as they woikeu to solve the uifficult pioblems. To ensuie that stuuents weie taskeu with justifying theii woik with pioof, I embeuueu justification questions in all of theii assignments. I constantly askeu them, with an aii of skepticism, why theii answeis weie coiiect anu why theii math woikeu. I wanteu them to unueistanu the impoitance of pioving theii woik, so I woikeu on keeping them Problem Solving Higher Order Thinking 9
Rising Tide Volume 5 9 honest to make suie they coulu pioviue justification. That was uone to impiove theii ability to synthesize theii knowleuge, anu it helpeu to allow them to ieflect on theii pioblem solving piocess. The main iuea was foi them to always know why the math that they weie peifoiming uiu what it uiu anu why it woikeu (oi uiu not woik). In oiuei to measuie the effectiveness of my teaching stiategies, I auministeieu pietests anu posttests to the stuuents. The tests weie taken fiom the SNCPS benchmaik assessment anu incluueu mateiial that was coveieu ovei the couise of the unit. The pie- test was auministeieu befoie any instiuction on the mateiial, anu the post-test was taken aftei the implementation of the action stiategy. In this way I was able to use a t-test analysis to confiim the effectiveness that my stiategy hau on my stuuents' peifoimance. I also submitteu suiveys befoie anu aftei the action stiategy was implementeu. The suivey measuieu the effect that the stiategy hau on stuuents' attituues anu uisposition towaius mathematics anu pioblem solving thiough the use of a Likeit-type scale. In auuition to the pietests, posttests, anu affective suiveys, I also kept iecoiu of my stuuents' peifoimance on pioblem solving tasks that I assigneu uuiing the stiategy implementation. This pioviueu anothei measuiement of stuuent peifoimance uuiing the piocess. Thiough those methous of uata collection, I was able to evaluate how well my stiategy woikeu in teims of impioving my stuuents' acquisition of anu peifoimance with the mathematics content, as well as theii uisposition anu ability to pioblem solve anu think ciitically. Findings Aftei analyzing the uata that was collecteu, I have founu, baseu on the thiee elements of my ieseaich question, that; (a) the action stiategy significantly impioveu stuuents' acquisition anu unueistanuing of the content, (b) the stiategy hau a mostly positive impact on my stuuents' ability to pioblem solve, anu (c) the stiategy hau negative iesults in impioving stuuents' uisposition towaius pioblem solving. Acquisition and Understanding of the Content In analyzing the iesults fiom the pietest anu posttest I examineu all foui of the classes sepaiately, the two CN classes anu the two Stanuaiu classes togethei, anu all foui classes togethei. All thiee bieakuowns showeu significant giowth in theii content knowleuge fiom the pietest to the posttest.
Table 1 Pietest Posttest Analysis 1
Pretest Posttest Growth p-value First Period (CM) 2.846 6.692 3.846 2.23E-05 Fourth Period (CM) 4.1 6.1 2 0.000298 Second Period 3.588 6.294 2.705 0.000104 Problem Solving Higher Order Thinking 1u
Certificate of Merit 3.606 6.333 2.72 7.92E-08 Standard 3.705 6.264 2.558 5.13E-08
All Classes 3.656 6.313 2.656 5.91E-13
Note: The tool that was useu as the pietest anu posttest in Figuie 1. The test hau ten multiple choice items, anu 67 stuuents' scoies aie incluueu in this analysis. See Appenuix A as it contains the fiist pie anu posttest. The test items 1, 2, S, 9, anu 1u peitain to the piopeities of exponents, items 4 anu S peitain to scientific notation, anu items 6, 7, anu 8 peitain to using basic opeiations on polynomials. This test was auministeieu to all classes befoie implementation of the action stiategy anu again about thiee weeks aftei the inteivention. All classes showeu giowth of moie than two points fiom pietest to posttest, anu baseu on the single taileu type one t-test analysis, the giowth exhibiteu by all classes was significant (See Table 1). The giowth that took place foi each question foi all classes was also examineu (See Table 2). Table 2. Item Analysis 1 Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Avg. Pre- Test 13% 20% 78% 51% 51% 23% 40% 33% 28% 48% 38% Post- Test 41% 58% 91% 79% 72% 63% 49% 50% 63% 87% 65% Growth 28% 38% 13% 28% 21% 40% 9% 17% 35% 39% 27%
!"#$. The values in this table iepiesent that peicent of stuuents who answeieu each question coiiectly. The aveiage column iepiesents the aveiage amount of stuuents that answeieu all items coiiectly. Items 2, 6, 9, anu 1u exhibiteu the most giowth among items. Items S, 7, anu 8 hau little giowth, anu items 1, 4, anu S hau giowth that was closei to the aveiage. Connecting these finuings to the objectives foi this unit, the items coiiesponuing to the piopeities of exponents anu scientific notation showeu highei than aveiage giowth than uiu the items linkeu to the basic opeiations on polynomials. Problem Solving Higher Order Thinking 11
Rising Tide Volume 5 11 Bue to the timing of the inteivention, I was able to continue implementing my action stiategy with the two CN classes foi anothei thiee weeks. That extia time alloweu me to auministei a seconu iounu of pietests anu posttests to those classes. Those iesults as well as the iesults fiom the test auministeieu to both classes befoie anu aftei the seconu unit can be founu in Table S.
Table S. Pretest Posttest Analysis 2 Pretest Posttest Growth p-value First Period (CM) 3.07 8.40 5.33 3.62E-08 Fourth Period (CM) 2.84 9.42 6.58 2.41E-13 Both Classes 2.94 8.97 6.03 1.59E-19
!"#$. See Appenuix B foi the test that was useu foi the seconu unit. It also containeu ten multiple choice questions. A total of S4 stuuents' scoies aie incluueu in this analysis. These stuuents weie also a pait of the 67 fiom the fiist pie anu posttest analysis. Scoies in both classes incieaseu aiounu six points, anu all giowth was shown to be significant. I again analyzeu the giowth that took place foi each item to ueteimine the objectives with which stuuents uiu bettei (Table 4). See Appenuix B. In it, test items one anu two peitain to the uivision of polynomials, items thiee thiough six peitain to factoiing out the gieatest common factoi, anu items seven thiough ten peitain to factoiing the polynomials completely. Table 4. Item Analysis 2 Item 1 Item 2 Item 3 Item 4 Item 5 Item 6 Item 7 Item 8 Item 9 Item 10 Avg. Pre- Test 43% 25% 20% 25% 22% 42% 20% 34% 20% 25% 28% Post- Test 97% 83% 94% 97% 94% 91% 89% 91% 86% 70% 89% Growth 54% 58% 74% 72% 72% 49% 69% 57% 66% 45% 61%
!"#$% The values in this table iepiesent the peicent of stuuents who answeieu that question coiiectly. The aveiage column iepiesents the aveiage amount of stuuents that answeieu all items coiiectly Problem Solving Higher Order Thinking 12
Rising Tide Volume 5 12 As seen in the table above, foi items thiee, foui, anu five the peicentage of stuuents who got these coiiect incieaseu, theie was a lowei peicentage foi items six anu ten, anu items one, two, seven, eight, anu nine all hau peicentages neai the aveiage. It is cleai that stuuents uiu well with all of the topics; howevei theie weie elements of factoiing out the gieatest common factoi anu factoiing completely that stuuents uiu not uo as well with. As a whole, it appeais that stuuents maue significant giowth in unueistanuing the content as a iesult of my action stiategy. Stuuent Ability to Pioblem Solve All foui classes completeu thiee peifoimance tasks which uealt with the piopeities of exponents, scientific notation, anu polynomials, iespectively. }ust as the extia time alloweu me to auministei anothei set of pie anu posttests to the two CN classes, I was also able to auministei an auuitional task to those classes ielateu to factoiing. The iesults foi each can be founu in tables S, 6, 7, anu 8. Table S. First Period Performance First Period (CM) Exponent Properties Scientific Notation Polynomial Factoring Average Percent 46.25 % 92.94 % 70.25 % 76.39 % p-value 1.79929E-06 0.02 0.19
Table 6. Fourth Period Performance Fourth Period (CM) Exponent Properties Scientific Notation Polynomial Factoring Average Percent 56.44 % 62.25 % 73.95 % 65.79 % p-value 0.42 0.11 0.24
Table 7. Second Period Performance Second Period Exponent Properties Scientific Notation Polynomial Average Percent 40.17 % 65.20 % 67.26 % p-value 0.06 0.24 Table 8. Sixth Period Performance Sixth Period Exponent Properties Scientific Notation Polynomial Average Percent 18.68 % 69.33 % 75.87 % p-value 1.94729E-06 0.06 Problem Solving Higher Order Thinking 1S
Rising Tide Volume 5 1S !"#$% Each class ieceiveu the same tasks foi each topic. Stuuents in eveiy class weie given the option to woik in gioups of vaiying sizes, anu often stuuents who woikeu togethei woulu ieceive similai scoies. Stuuents who weie absent when the tasks weie given weie excuseu anu not incluueu in the class aveiages oi the t-test analysis. Foi the most pait theie was a positive piogiession fiom one task to anothei. In all classes scoies incieaseu fiom the fiist task to the seconu. Foi the two stanuaiu classes scoies incieaseu continuously fiom the fiist task to the thiiu; howevei the two CN classes hau mixeu iesults. Fiist peiiou uiu woise fiom the seconu task to the thiiu anu bettei fiom the thiiu to the fouith task, while fouith peiiou uiu bettei fiom the seconu task to the thiiu anu woise fiom the thiiu to the fouith. Theie may not have been uefinitive giowth thioughout the peifoimance tasks, but in all cases theie was positive giowth fiom the fiist task to the final task. The foui tasks can be founu in Appenuix C, B, E, anu F. I cieateu all foui tasks with a focus on optimizing stuuents' woiking memoiy. Stuuents Bisposition towaius Pioblem Solving Aftei analyzing the iesults fiom the suivey that stuuents took befoie anu aftei the implementation of my action stiategy, I founu that theie was no positive oveiall giowth on any of the eight items between the pie-suivey anu post-suivey iesults. The suivey that was auministeieu can be founu in Appenuix u. The items on that suivey weie stiuctuieu in an attempt to gauge how well my action stiategy impioveu stuuent's confiuence in theii ability to iecognize the math neeueu to solve pioblems anu theii ability to use the math neeueu to solve pioblems, as well as the extent to which they view math as a ielevant tool that can be useu to solve pioblems in the ieal woilu. Because the stuuents iemaineu anonymous thioughout the suiveying piocess, I was unable to match inuiviuual stuuents' pietest with theii posttest.
Table 9. &'()"('#'"* ,-./$0 1*230('( Class
Pretest (out of 32) Posttest (out of 32) Growth p-value First (CM)
22.38 17.06 -5.32 0.01 Fourth (CM)
23.43 24.26 0.83 0.32 Second
21.17 18.41 -2.75 0.07 Sixth
21.61 21.61 0.00 0.50 All 22.19 20.42 -1.78 0.04
Problem Solving Higher Order Thinking 14
Rising Tide Volume 5 14 !"#$% Theie weie 7S stuuents who took the pie-suivey anu 7S stuuents who took the post- suivey. The eight items on the suivey weie scoieu on a scale fiom one to foui foi a possible scoie of S2. Items that weie woiueu negatively (items thiee, foui, seven, anu eight), weie ieveise scoieu to ensuie an accuiate uepiction of stuuent iesponses. As seen in Table 9, foi fiist anu seconu peiious, anu all foui classes as a whole, theie was a significant uecline in scoies fiom the pietest to the post test. Sixth peiiou hau no giowth, anu fouith peiiou's giowth was not significant. This means that my stiategy uiu not impiove stuuent uisposition, anu, in fact, my stiategy actually woiseneu stuuents' uisposition towaius pioblem solving. Interpretations Acquisition anu 0nueistanuing of the Content Fiom the finuings above, I am confiuent that I was able to answei the fiist pait of my ieseaich question. Asking stuuents highei oiuei questions, having stuuents uevelop theii own stiategies foi solving pioblems, anu iequiiing stuuents to piove theii iesults uiu impiove theii acquisition anu unueistanuing of the content. Not only was theie significant giowth foi both sets of pietests anu posttests, but theie was giowth in each topic that was coveieu ovei the couise of the implementation. Theie was veiy little uistinction between the peifoimances of CN stuuents compaieu to Stanuaiu stuuents, as both gioups maue similai giowth with the Stanuaiu classes out almost out peifoiming theii CN peeis. This suppoits my belief that all levels of stuuents can benefit fiom being exposeu to challenging anu uifficult questions anu pioblems. In challenging stuuents with mateiial that exceeus the expectations set foith by a stanuaiuizeu assessment, I was able to ovei piepaie them foi the posttest. Compaieu to the highei oiuei questions anu the challenging peifoimance tasks, the items on the posttest pioveu to be less uifficult foi my stuuents. Student Ability to Problem Solve Asking stuuents highei oiuei questions, having stuuents uevelop theii own stiategies foi solving pioblems, anu iequiiing stuuent to piove theii iesults uiu impiove theii ability to pioblem solve. The iesults weie not significant, but theie was an oveiall inciease in the stuuents' peifoimance on the tasks. Some of that giowth coulu be attiibuteu to the stuuents' familiaiity with my expectations with iegaius to the level of uetail in theii answeis. Stuuents hau been assigneu similai peifoimance tasks eailiei in the school yeai, but those tasks weie only auministeieu at the enu of eveiy quaitei. Those tasks weie also moie stiuctuieu with moie components. In both Stanuaiu classes anu my fouith peiiou class, theie was continuous giowth taking place fiom one peifoimance task to anothei. The uecline in peifoimance that was exhibiteu by fiist anu fouith peiiou in the last couple of tasks coulu peihaps be attiibuteu to a uiffeience in uifficulty between the pioblems. The fiist task pioveu to be the most uifficult, anu it was not immeuiately cleai to stuuents what was expecteu oi how what they leaineu connecteu to this pioblem. The Problem Solving Higher Order Thinking 1S
Rising Tide Volume 5 1S seconu pioblem iequiieu the same basic opeiations as the fiist, but the pioblem was moie similai to othei pioblems that they hau been faceu with, especially those iegaiuing iates with money ovei a peiiou of time. I woulu evaluate the thiiu anu fouith tasks to be the most effective in connecting the mateiial to moie authentic pioblems. As the implementation piogiesseu, I uiu become bettei at ciafting the pioblems (as seen in the uiffeience in uiiections fiom the fiist task to the iest of the tasks). I think that the use of gioups influenceu the stuuents' peifoimance on the pioblems. In giving stuuents a choice in theii gioups, I openeu the possibility that ineffective gioups coulu exist. Bespite my constant attempts to keep gioups on task, theie weie multiple occasions wheie gioup membeis weie not being as piouuctive as they coulu have been. It is my belief that stuuents uiu not take the piocess seiiously anu woulu wait in hopes that I woulu walk them thiough the piocess. Since owneiship of the pioblem was theiis alone, they uiu not ieceive the help that they hau come to expect, anu theii scoies ieflecteu the lack initiative (iesulting in zeios on a few occasions). That lack of initiative stiuck me as an alaiming pioblem. As numeious stuuents tolu me, "You'ie a bau teachei, you'ie not helping us." This ieaction occuiieu when stuuents became fiustiateu with the pioblem. It seems that they vieweu teacheis as the sole suppliei of infoimation anu answeis in the classioom. In not pioviuing them with the uiiest assistance they sought, I tiansfeiieu moie of the onus to the stuuents. I think that anothei pait of the initiative pioblem stemmeu fiom an ineffectiveness to establish that these pioblems weie woith solving. No uoubt all of the pioblems maue the stuuents think about math in a uiffeient way, but some of the pioblems may not have been as meaningful to them as they shoulu have been. Students Disposition towards Problem Solving Regaiuing the thiiu pait of my ieseaich question, asking stuuents highei oiuei questions, iequiiing stuuents to uevelop theii own stiategies foi solving pioblems, anu iequiiing stuuents to piove theii iesults uiu not impiove theii uisposition towaius pioblem solving. In fact, my stiategy pioveu to significantly woisen the uisposition of my stuuents. Those iesults ieflect finuings fiom Leauei anu Niuuleton (2uu4) who uiscusseu how iesponses in the biain can foim stuuents' attituues iegaiuing pioblem solving tasks. The stuuents became fiustiateu eaily on in the piocess, anu I believe that was tiiggeieu to pievious expeiiences with uifficult anu seemingly insuimountable pioblems they faceu in math. A significant poition of my stuuents hau faileu the Algebia BSA, anu being placeu in Inteimeuiate Algebia suggests that the stuuent was not successful enough in Algebia to move onto ueometiy oi Algebia II. Nany stuuents have not hau the most positive expeiiences with mathematics. Foi that ieason, it makes sense that they woulu have a negative ieaction to challenging anu uifficult questions anu pioblems, anu as a iesult a uecieaseu uisposition towaius pioblem solving. This uoes not suggest that stuuents shoulu not be taskeu to answei oi solve those uifficult questions anu pioblems, howevei. The implementation those questions anu pioblems shoulu be conuucive to fosteiing a safe anu positive enviionment foi the Problem Solving Higher Order Thinking 16
Rising Tide Volume 5 16 stuuents. The absolute way that stuuents will have a positive uisposition towaius pioblem solving is foi them to have positive expeiiences with solving meaningful pioblems. Conclusion Buiing the beginning of my inteinship, I noticeu that my stuuents founu it uifficult to ciitically think oi pioblem solve effectively. By asking highei oiuei questions, iequiiing stuuents to uevelop theii own methou foi solving pioblems, anu iequiiing them to piove theii iesults, I sought to impiove my stuuents' ability to ciitically think anu pioblem solve within the content they weie leaining. Ny stiategy pioveu to be successful in impioving stuuents unueistanuing of the content anu ability to pioblem solve. This stuuy hau a few limitations, in that I was not the full time teachei, anu I was only able to implement my stiategy foi a shoit peiiou of time. I also founu that I was limiteu in my ability to effectively ciaft meaningful pioblems anu to establish ielevance foi my stuuents. Bespite these limitations, I am still pleaseu with how this stuuy enueu, anu have founu that the emphasis on ciitical thinking, pioblem solving, anu asking highei oiuei questions will iemain as a staple in my futuie teaching. The finuings fiom this stuuy suggest that stuuents at all levels aie capable of success in an enviionment that is iich with highei oiuei questions anu engaging pioblem solving oppoitunities. It is impoitant that those oppoitunities pioviue stuuents with positive pioblem solving expeiiences, so that stuuents can see that pioblem solving is meaningful. Eveiy stuuent shoulu be pusheu to think about uifficult anu impoitant questions anu pioblems eveiy uay, because eveiy stuuent will have impoitant anu uifficult pioblems to solve when they leave school.
Problem Solving Higher Order Thinking 17
Rising Tide Volume 5 17 +,-,&,.(,$ Afamasaga-Fuata'i, K. (2uu8). Stuuents' Conceptual 0nueistanuing anu Ciitical Thinking: A Case foi Concept Naps anu vee-Biagiams in Nathematics Pioblem Solving. 1-(#.23'2* 42#5$62#'7( 8$275$.9 :;(2), 8-17. Chang, N. -L. (2uu9). The Zeio-at-the-Enu Pioblem. 1-(#.23'2* ,$*'". 42#5$62#'7( <"-.*239 =>(2), 1S-17. Chinnappan, N., & Chanulei, P. (2u1u). Nanaging Cognitive Loau in the Nathematics Classioom. 1-(#.23'2* 42#5$62#'7( 8$275$.9 ::(1), S-11. ue Lima, R. N., & Tall, B. (2uu8). Pioceuuial Embouiment anu Nagic in Lineai Equations. ?@-72#'"*23 ,#-@'$( '* 42#5$62#'7(9 :A(1), S-18. uaifielu, }., & Ben-Zvi, B. (2uu9). Belping Stuuents Bevelop Statistical Reasoning: Implementing a Statistical Reasoning Leaining Enviionment. 8$275'*B ,#2#'(#'7(C 1* D*#$.*2#'"*23 <"-.*23 E". 8$275$.(9 >F(S), 72-77. uough, }. (2u1u). Is Pioof Beau in the Computei-Age School Cuiiiculum. 1-(#.23'2* ,$*'". 42#5$62#'7( <"-.*239 =;(2), 4S-S4. Bill, C. (2u1u). When Tiauitional Won't Bo: Expeiiences fiom a "Lowei-Level" Nathematics Classioom. G3$2.'*B H"-($C 1 <"-.*23 "E ?@-72#'"*23 ,#.2#$B'$(9 D((-$( 2*@ D@$2(9 I>(6), 2S9-24S. Leauei, L. F., & Niuuleton, }. A. (2uu4). Piomoting Ciitical-Thinking Bispositions by 0sing Pioblem Solving in Niuule School Nathematics. J4K? L*3'*$C J$($2.75 '* 4'@@3$ K$/$3 ?@-72#'"*9 =I(1), 1-1S. Little, N. E. (2uu9). Teaching Nathematics: Issues anu Solutions. 8?1GHD!M ?N7$)#'"*23 G5'3@.$* O3-(9 :(1). NcKnight, A., & Nulligan, }. (2u1u). Teaching Eaily Nathematics "Smaitei Not Baiuei": 0sing 0pen-Enueu Tasks to Builu Nouels anu Constiuct Patteins. 1-(#.23'2* O.'62.0 42#5$62#'7( G32((.""69 FP(S), 4-9. Sezei, R. (2u1u). Pulling out All the Stops. ?@-72#'"*9 F>Q(S), 416-42S. Stack, S., Watson, }., Binuley, S., Samson, P., & Bevlin, R. (2u1u). What's Aveiage. 1-(#.23'2* 42#5$62#'7( 8$275$.9 ::(S), 7-1S. Way, }. (2uu8). 0sing Questioning to Stimulate Nathematical Thinking. 1-(#.23'2* O.'62.0 42#5$62#'7( G32((.""69 F>(S), 22-27. Yoon, C., Bieyfus, T., & Thomas, N. 0. }. (2u1u). Bow Bigh Is the Tiamping Tiack. Nathematising anu Applying in a Calculus Nouel-Eliciting Activity. 42#5$62#'7( ?@-72#'"* J$($2.75 <"-.*239 ==(2), 141-1S7. "//,.01(,$ Problem Solving Higher Order Thinking 18
Rising Tide Volume 5 18 "//,.012 "
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Rising Tide Volume 5 19 "//,.012 3
Problem Solving Higher Order Thinking 2u
Rising Tide Volume 5 2u "//,.012 4 Properties of Exponents Performance Task Task: With your group members solve the problem below. Discuss with each other what needs to be solved, how to solve it, and what your solution means. These three elements must be present in your answer in order to receive full credit. Grading: This will be graded as a product grade. Do your best, and work with your group members to solve the problem.
The Problem: The radius of the Sun is about 109 times greater than the Earths. How much greater is the Suns volume compared to the Earths? Hint: Volume of a Sphere = ! ! ! ! !! !
Appendix D Scientific Notation Performance Task The Task: With your group members solve the problem below. You will need to figure out what the problem is (2), what needs to be done to solve it (8), whether the math you use is correct (8), and what your answer means in the context of the problem (2). Grading: This will be a product grade. The bolded tasks above are each worth five points. They all need to be clearly addressed in order to receive full credit. The Problem: The United States currently has over $15, 353, 220, 000, 000 in debt. The country has a population of over 313, 000, 000 people. If every person paid 20 dollars every month to pay off the debt, how many years would it take for the debt to be paid off Problem Solving Higher Order Thinking 21
Rising Tide Volume 5 21 (assuming no new debt is acquired)? Write your answer using scientific notation. Appendix E Polynomial Performance Task Task: With your group, you will solve the problem below. You will need to clearly address; the information that the problem is giving you (5pts), how you are going to use that information (5pts.), why your math is correct (5pts), and what your solution means (5pts). Grading: This will be graded as a product grade worth 20 points. The four categories above must be clearly addressed in order to receive full credit.
The Problem: You are designing a new can for your favorite soda company. The only specifications that the company has given you, is that the can's height must be four times its diameter, and the volume of the can must be 25 in 3 . What polynomial will represent the volume of the can that you design? Bonus (5pts): How would you find the height of the can that you design? Hint: Diameter = 2r Volume of a Cylinder = !! ! ! Appendix F Factoring Performance Task Task: With your group members you will work on solving the problem below. In order to receive full credit, you will need to; identify the important information that you will need to solve the problem (5pts.), explain how you will use that information to solve the problem (5pts.), explain why your method for solving the problem is correct (5pts.), and explain what your solution means (5pts.). Problem Solving Higher Order Thinking 22
Rising Tide Volume 5 22 Grading: This will be graded as a product grade, and all points above need to be clearly addressed in order to receive all 20 points. The Problem: You are the manager of a restaurant that has a buffet line that has entres and dessert items. You need to make sure that bacteria will not grow on the food in your buffet, so that your customers do not get food poisoning. Food poisoning is bad for business. The health inspector tells you that the quadratic, B = T 2 + 150(T) 1600, represents the number of bacteria cells, B, based on the temperature of the food, T. How hot or cold do you need to keep your food, so that your buffet does not give someone food poisoning? Hint: To prevent food poisoning, the number of bacteria cells should be zero. Appendix G For each statement below circle the option that represents how strongly you agree or disagree. 1) I feel confident in my ability to recognize the math needed to solve a real world problem. Strongly Disagree Disagree No Opinion Agree Strongly Agree
2) I feel confident in my ability to use math to solve real world problems. Strongly Disagree Disagree No Opinion Agree Strongly Agree
3) I do not feel confident in my ability to recognize the math needed to solve real world problems. Strongly Disagree Disagree No Opinion Agree Strongly Agree
4) I do not feel confident in my ability to use math to solve real world problems. Strongly Disagree Disagree No Opinion Agree Strongly Agree
Problem Solving Higher Order Thinking 2S
Rising Tide Volume 5 2S 5) I can use math to solve problems in my life. Strongly Disagree Disagree No Opinion Agree Strongly Agree
6) Math is used in the real world to solve problems. Strongly Disagree Disagree No Opinion Agree Strongly Agree
7) I cannot use math to solve problems in my life. Strongly Disagree Disagree No Opinion Agree Strongly Agree
8) Math is not used in the real world to solve problems. Strongly Disagree Disagree No Opinion Agree Strongly Agree