Understanding and Reading Problems: Mia uses students’ names and scenarios to refer back to the structure of a problem. A “put together” problem from early in the year becomes “Diva’s Stickers Problem.” In this way, later on she can activate her students’ memory of problem structure by asking “Is this more like Diva’s Stickers, or like something else?”
What other ways might Mia have called attention to the problem structure?
These videos are discussed in the Inside Mathematics guide "Making Sense of Learning, Mia Buljan, 2nd grade," one of 10 practice-focused guides on building classroom climates for mathematical learning.
The videos document key mathematical practices observed in teacher Mia Buljan's 2nd grade classroom over the course of a school year. In the guide (available as a PDF or an iBook download), you can explore extended narratives and questions for reflection around "making sense of learning."
Day 3: Calling learners’ attention to the structure of a problem [Understanding and Reading Problems]
Day 110: Students develop different ways of showing and describing quantities [Finding Evidence and Justifying Strategies]
Day 158: Requiring students to identify quantities and connect them to the problem [Finding Evidence and Justifying Strategies]