We have learnt that problem is defined as any task or activity for which the students have no prescribed rules or methods nor is there a perception by students that there is a specific 'correct' solution method. We also learned that 'problem' must begin where the students are, 'the problamatic aspect of the problem' must be due to the mathematics that the students are to learn and it also requires the justifications and explanations for answers and methods.
Keeping these in mind, our group decided to look for a model that allows the students to build meaning for the concepts so that they can move to the abstract concepts. So we have chosen a sculpture that was in the Art museum which has different shapes on it. Our aim is to introduce a pictograph based on the data collected from the sculpture so that the students can move to abstract concepts. We have focussed only on the different shapes on it. After collecting the data, we decided to create the pictograph as we realised that activities that involve graphing are a good way to connect the children's world with numbers. 'Through' the graph the students are able to analyse and process the data.Through many questions we plan to ask the children, they will be able to solve problems after analysis the graph. Through this activity, I have come to a conclusion that activities involving graphing such as the use of pictographs are a good way for children to learn problem solving skills. 'I strongly believe that teaching should begin with the ideas that children already have, the ideas they will use to create new ones.'
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| Sculpture |
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