Real Stories, Deep Understanding ◆ 5The next thing students should do is double-double-check their work.
I have found that when teachers tell students to check their work, they
tend to check the math. The math could be correct and the answer wrong.
For example, 3 × 3 = 9, but it might have been a division problem. So,
ask students to check the math and check to see if the answer makes sense.
In order to do all of this and to do it well, students should use templates
(see Figures 1.3, 1.4, 1.5 and 1.6). Templates scaffold the process. Pólya (1957)
Pólya (1957)Understand the Problem:
Discuss the problem.
State what is known.
State what you are looking for.
Comprehend what is happening in it.
Visualize the problem (make a picture in your head).
Retell the story.
Sketch it out (quick draw for 30 seconds).
Translate it in your own words.
What’s important?
What people, places and things stand out?
What numbers are given?Devise a Plan:Which way will you solve it?Carry out a Plan:
Do the math.
Check the work.Looking Back:Think about your answer.
Does it make sense?Figure 1.2 Problem Solving Template