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Teachers Talking Theory: In Action - Debbie Weible

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 07 May 2008 by ncetm_administrator
Updated on 20 October 2008 by ncetm_administrator

Teachers Talking Theory

Teachers Talking Theory: In Action is a set of professional development resources which comprise of video clips and associated activities. The materials can stimulate discussion and experimentation and are designed to be used in many different scenarios.
Debbie Weible, Oldway Primary School
Children making their own decisions when solving problems
Increasing the efficiency of children's strategies and solutions

Debbie is concerned to develop her children into autonomous problem solvers. She is working on ways of encouraging her children to own the problem and to make their own decisions. She is also interested in the issue of efficiency and is working on finding ways to help her children solve problems and record their solutions in ways that are most efficient for them.


Probes & Prompts


How does Debbie help her children to solve problems for themselves?


What skills and attitudes do children need to solve problems? We see what Debbie suggests for a tool-kit for problem solving (Resource sheet A). What would be in your toolkit?
Click here to view more probes and prompts for use with this video

Additional Resources
Resource Sheet A - Debbie's tool kit from the IWB
Resource Sheet B - Examples of children's work

See Linked Mathemapedia Entry


Work towards efficiency in problem solving

Find out more about ways of working with these materials with other colleagues


Browse Teachers Talking Theory:
In Action

Teachers Talking Theory: In Action Homepage
James Knightbridge, Blandford School
Sue Briggs, The Castle School
Tom Rainbow, Ivybridge Community College
Chris Slaughter, Kingsbridge Primary School
Tim Browse, Teyfant Community School
Sue Rayner, Yeo Moor Infants School


The importance of considering actions in word problems


The importance of children drawing their own pictures 


Mathematics as a creative discipline


Encouraging rich child-initiated activity


Students feeling positive about how they learn


Questioning to encourage deep mathematical thinking


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29 July 2008 09:41
I totally agree with Debbie - i think we sometimes scaffold problem solving to such an extent that it turns into a series of questions rather than a problem - one teacher said to me the other day that the secret is to be brave enough to let that struggle! Which I personally think is something we have lost with all the emphasis on 'pace'. I wonder what grade an HMI would give to a lesson where the students struggled all lesson and never found the answer to a probelm?
By nickm314
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