110 ◆
When we are teaching strategies for problem solving, we must be
facilitative rather than prescriptive.
(Willis and Fuson, 1998)It is important that students act out problems, model them with concrete
materials, draw them and make diagrams. In the upper elementary grades,
we rarely act out problems. We can and need to do better. Any unit of
study can be approached from a hands-on, connected to real life, engaging
manner. Pape (2004) notes that
If students are encouraged to understand and meaningfully rep-
resent mathematical word problems rather than directly translate
the elements of the problems into corresponding mathematical
operations, they may more successfully solve these problems and
better comprehend the mathematical concepts embedded
within them.For example, if we are learning about division, we should be acting out
the problems in front of the class. If we are learning about liquid volume,
then we should be making punch or measuring milk in containers. We need
to make sure that students understand the connections to real life. All stu-
dents should have toolkits to help them model their thinking.
Math Toolkits
A math toolkit has two parts. It has the manipulatives and the templates.
For instance, in a unit on fractions, the toolkit might have fraction circles,
squares and strips. The templates could be laminated versions of these
things. The templates would also include fraction number lines. When
combined, these power tools help to scaffold even the hardest of word
problems and make them all doable! In addition to the physical tools,