Teach-Primary-Issue-19.7

ASK THE EXPERT Maths: problem-solving strategies Parveen Akhtar,maths assessment lead fromNFER, explores effective approaches to assess pupils’ problem-solving skills EXPERT PROFILE NAME: Parveen Akhtar JOB TITLE: Maths Assessment Lead AREA OF EXPERTISE: Primary Maths assessment development and diagnostic reporting What are we trying to assess when we assess problem solving? Problem solving encompasses a range of skills and is best assessed using a variety of formats. Commonly, it involves worded scenarios (either single or multi-step) which require children to employ known facts, skills or methods and choose which to use. Problem solving also includes non-contextual puzzles where children use their numerical or geometric understanding to find answers that fulfil certain criteria. Trial and improvement, a systematic approach, or alternative methods can be used. Crucially, in both situations pupils use what they do know to work out something they don’t. What can we learn from assessing problem solving? A great way to assess problem solving and gain valuable insights into what pupils can and cannot do is through the use of multi-step worded problems which encourage pupils to show their working. These questions not only provide pupils with the opportunity to choose and demonstrate their methods, but they also allow teachers to identify errors within pupils’ working to target appropriate support. During NFER Online Assessments’ (NOA) standardisation trials, researchers and teachers analysed problem solving responses from a large, nationally representative sample of pupils. Pupil errors varied and included misinterpretation of the problem, calculation errors (either arithmetic or place value), or insecurities in one or more of the curriculum areas being assessed. Analysis of pupil responses is therefore not just about scoring the answer but about understanding the steps the child has taken and is one of the reasons why NOA includes teacher-marked questions. How can we assess children’s deeper mathematical understanding? ‘Show your working’ and puzzle-style questions provide valuable information about children’s ability to reason their way through a problem. However, it’s also an important part of the curriculum, and of their mathematical development, that they can explain their thought processes to demonstrate a secure grasp of mathematical concepts. NOA’s explain questions generate wide-ranging responses. Some pupils show deep understanding and explain concepts clearly; others demonstrate some understanding but struggle to justify it. Some responses may be detailed but use incorrect mathematical vocabulary, while others are well-expressed and justified but contain arithmetic errors. All these examples provide diagnostic information to teachers about what pupils can or cannot yet do and areas that can be worked on through targeted intervention. How do I create a classroom that fosters problem solving? While written assessments are valuable in assessing problem solving, on-going skills development can be enhanced through a culture of discussion and collaboration in the classroom. Problem solving and reasoning can be taught using paired, group and class discussions. Careful questioning can provide rich information about children’s understanding. Children often find vocalising their thoughts difficult, but providing tools to help structure these, such as helpful vocabulary and sentence starters, can help them explain their ideas and give teachers insight into their understanding. When assessing problem solving, a focus on processes and approaches, not just the outcome, can help embed understanding. ASK ME ABOUT • Developing primary maths assessments • Online assessments • Diagnostic reporting Visit: nfer.ac.uk Email: p.akhtar@nfer.ac.uk www.teachwire.net | 55 PARTNER CONT ENT