C) Problem solving and Environment task

PROBLEM SOLVING.

Hmm…What goes through your mind when you hear these words?

Trying to figure how things work?

Coming out with a formula to “break the code”?

What does it mean to you?

When comes to problem-solving , I for one believe in trying and exploring different ways and means to come out with a solution for a problem. They may perhaps involve some guessing techniques, applying some trial and error concepts and of course more often than not, we need a little bit of luck too as we go along (if we are lucky enough, the problem could be solved almost immediately). I feel there isn’t one exact approach or calculated formulas to problem solving. Different people have their own personal views and opinions in tackling problems and some even embark on “tricks” or favourite techniques while trying to approach a problem. Whatever the methods may be, the objective still remains the same; they are all part of a problem-solving process.

We were given the task of developing a mathematics activity outdoor which could stir up the children’s problem solving skills. So how could we make this outdoor experience an educated and intriguing one? Our group decided to teach children the use of measurement using non-standard units. The venue for the activity: the Singapore Arts Museum!

Attached are some of the photographs we took as we decided on the questions we could pose for the children as well as designing some of the activities the children could do outdoor with regards to the concepts that we introduced.

How long is this wall? What can we use to measure the wall?





Michelle and I are seen here trying to measure the length of the wall with our arms.

 

We had fun experimenting and predicting the reactions the children might encounter during those activities.

The 4 steps in problem solving process as described by Polya are :

1. Understanding the problem

2. Devising a plan

3. Carrying out the plan

4. Looking back (or reflect)

So in our situation children might go through this process :

1. Understanding the problem.

Children need to identify the given problem, for eg what can they use to measure the length of the wall?

2. Devising a plan.

The children have to come out with a system or plan of how to go about measuring the wall.

3. Carrying out the plan.

Here at this juncture, the children will have already prepared themselves to implement the plan.

4. Looking back.

Reflecting on their decisions and implementation of the plan is done at this point. They will have to conclude whether their plan was suitable and appropriate for the task given. Is there room for improvement or are there some loose-ends that needed to be tightened.

Below are some pictures of our centre kids tackling the measuring tasks given to them. Our centre (PCF Punggol East Blk 124A) was involved in the activities called ‘Mathematics Beyond the Classroom Environment’.

Child A: How many children are needed to go round this huge ring?

Child B: Maybe 11?

Child A: This bench has nice pattern

Child B: And it is 9 adult hand spans long

The children already have some prior knowledge and experiences indoor with regards to using non standard units of measurement. We extended this prior knowledge by engaging them in outdoor problem-solving tasks or activities. The entire learning process was very encouraging and we saw awesome results manifested itself in the thinking skills, teamwork and peer discussions among the children while trying to solve some of the measuring issues surrounding the tasks at hand.

We found that developing environmental awareness through numeracy activities helps the children to link information together in a natural and relevant context. The natural resources found in the outdoor space support children’s learning. It cost less or no cost at all when comes to the resources required to teach outdoor.

On a final note, I would like to close with a quote :

“Outdoor learning sustains children’s interest through hands-on activities. The space for exploration is enticing. Children brainstorm and problem solve when facing challenges and the autonomy to decide the materials and ways to problem solve empower the children throughout the learning process”.