Math word problems are a critical component of a robust mathematics curriculum because they provide the applicative context within which students rely on their ability to visualize, use mental math, develop logical analysis, and boost creative thinking. The same habits of approaching a word problem can be found in the earliest grades to the later ones: read, draw, write. The more that students participate in reasoning through problems with a systematic approach, the more they internalize those behaviors and thought processes. We ask ourselves, “What do I visualize? Can I draw a picture or a bar model to show what I see? What conclusions can I draw from my picture?”
If you observe a math class in which students are working on a word problem, you might see the teacher modeling the whole process with interactive questioning, some choral response, and class discussion. After completing the problem, students might reflect with a partner on the steps they used to solve the problem. They might be given the same or a similar problem to solve for homework. Then, the teacher might provide a different word problem and ask students to work independently or in pairs, with guided feedback and a class discussion after several minutes. The class discussion might include selecting different student work to share, and they are encouraged to think about the work with questions such as, “What do you notice about Jeremy’s work?”, “What is the same about Jeremy’s work and Sara’s work?” or, “How did Jeremy show 1/5 of the blocks?”, and “How did Sara show 1/5 of the blocks?” As this kind of engagement builds a classroom rooted in mutual respect for different ideas, it rests on the idea that a systematic approach helps us to break down even the trickiest word problem.
From Mrs. Kiesewetter, Grammar School Dean at Golden View
