Colleagues,
I'd like to start a discussion around GCSE problem-solving performance across the Trust.
Our recent assessment review suggests that pupils are generally secure with procedural knowledge, but performance becomes less consistent when questions require them to select and apply an appropriate strategy independently.
Three areas seem particularly significant:
• Translating unfamiliar contexts into mathematical representations
• Explaining reasoning rather than simply giving an answer
• Selecting an appropriate method when the question does not explicitly indicate which technique to use
We've had some success with structured problem-solving routines in Year 10, particularly where pupils are encouraged to identify:
What do I know? → What am I trying to find? → What mathematical relationships might help?
I'd be interested to hear whether other schools are using similar approaches.
I'm particularly keen to avoid creating another elaborate intervention programme. If there are approaches that can be embedded within normal classroom teaching, that would be much more sustainable.
It would also be useful to compare how we're approaching problem-solving in KS3, so that pupils aren't encountering these expectations for the first time in Year 10.
Thoughts and examples welcome.
Mark
We've been looking at this from a teaching-and-learning perspective rather than treating problem-solving as a separate strand.
One thing that seems to help is deliberately modelling the decision-making process, rather than only modelling the mathematics.
For example, teachers verbalising:
"I could use method A here, but I'm choosing B because..."
has helped pupils understand that mathematical expertise isn't just knowing procedures — it's knowing when and why to use them.
We're starting to build that language into our KS3 lessons as well.
The point about language is interesting.
We're seeing something similar in English when pupils struggle to explain their reasoning even though they understand the underlying idea.
I'd be interested in whether Maths has identified particular vocabulary that pupils consistently struggle with in problem-solving questions.
The point about language is interesting.
We're seeing something similar in English when pupils struggle to explain their reasoning even though they understand the underlying idea.
I'd be interested in whether Maths has identified particular vocabulary that pupils consistently struggle with in problem-solving questions.
We've had some success with short "non-routine" problems at the beginning of lessons.
They don't necessarily need to become a full lesson activity.
Five or ten minutes where pupils have to decide how to approach something seems to build confidence without adding another scheme of work.