### TEACHING AND LEARNING THROUGH PROBLEM SOLVING MIKE OLLERTON

Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise. Trninic linked this kind of exploratory practice to the way people learn dance or martial arts. I am looking forward to hearing about it. The article includes an example about the teaching of division involving decimal numbers. This type of procedural variation involves varying the problem. Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles.

I am looking forward to hearing about it. The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it. For example, when talking about transformations of shapes, we can use our hands to show reflection from palms up to palms down. There are 9L of apple juice and every 0. Yet some Western onlookers say that mathematics education in China is characterised by rote learning or passive transmission. There are two other types of procedural variation:

# Mike Ollerton – In Pursuit of Great Mathematics Teaching

There are two other types of procedural variation: He has done some work on proportional reasoning in which students raise their two arms to sovling heights above the desk while looking at a coloured screen. This helped them develop an understanding about proportions. This type of procedural variation involves varying the problem. She presents problem strings which are sets of questions that lead a learner to see patterns and make generalisations about number.

## Tag: Mike Ollerton

In this series of tasks, the total amount of apple juice was kept constant while the amount in a jar was varied from a whole litre to less than a litre. Exploratory practice, on the other hand, is set up by the teacher in a way that students are asked to learn as they go by trying to generalise.

I am looking forward to hearing about it. Yet some Western onlookers say that mathematics education in China is characterised by rote teadhing or passive transmission.

How many jars are needed? In the UK, there has recently been a two-year-long teacher exchange with Shanghai.

Shanghai Maths and Procedural Variation This reminded me of some reading I have been doing about procedural variation. However, an experienced mathematics teacher will organise this series of tasks hierarchically and provide scaffolding to illustrate and generalize… mathematical ideas.

Skip to content Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. Recently I have been reading and learning about exploratory practice, thanks to a very interesting talk and a few articles. First, teaching through movement. Trninic linked this kind of exploratory practice to the way people learn dance or martial arts.

He wondered if practicing in this way — he called it exploratory practice — would prove valuable. Do you use exploratory practice in the classroom and have some resources to share?

Dragan Trninic was talking about teachin maths can be learned through bodily movements. For example, when talking about transformations of shapes, we can use our hands to show reflection from palms up to palms down. The article includes an example about the teaching of division involving decimal numbers. The article by Lai and Murray quotes international maths comparisons that show that Chinese learners have a very secure understanding of the mathematics they have learned, and that they can apply it.

In those disciplines, students learn through a collection of sequenced movements, making improvements as they go. I have been encouraged by a recent Jo Boaler article to use movement and gestures more. This reminded me of some reading I have been doing about procedural variation. He mentioned that he wants to work on conditional probability next.

They recount that they were asked to read an article in advance: Tweet me mathsfeedback or comment below. There are 9L of teahcing juice and every 0. There are 9L of apple juice and every 3L is put in a jar.

A good question, and one which I have not fully answered yet. There are 9L of apple juice and every 1L is put in a jar. This exercise might be considered rote reaching if computing for a correct answer is the focus. I wonder if this also extends to use of manipulatives?