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Exploring & Engaging Students Through Problem Solving in Elementary School Math

[Participate and share : Poster]

Tuesday, June 28, 1:15–3:15 pm
CCC Lobby D, Table 19

favoritesChristian Padgett  
Are you an elementary math teacher? Ever notice that your students can solve procedural problems but have difficulty understanding word problems? Learn engaging strategies to help students solve word problems and find out how to blend technology into instruction in interactive ways.

Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Tablet: Android, iOS
Participant accounts, software and other materials: Any type of QR Code Reader
Twitter Accounts
Educreations or Explain Everything (esp. for Android devices)

**Any device is welcomed for note taking purposes; however, iOS and Android devices would be more preferred**

Focus: Digital age teaching & learning
Topic: Early childhood/elementary
Grade level: PK-5
Subject area: Math
ISTE Standards: Teachers : Engage in professional growth and leadership
Teachers : Facilitate and inspire student learning and creativity
Students : Communication and collaboration

Digital tote resources

Proposal summary

Purpose & objective

The purpose of this presentation is to model for teachers strategies and help them gain better understanding of how to embed problem solving strategies into the mathematics instruction while making it interactive. Teachers by the end of this lesson will learn:
-how to incorporate Cognitively Guided Instruction into their classrooms
-use of various hands on, interactive strategies in their own classroom
-blend of instructional strategies so multiple learning styles can be addressed
-engage students in conversation and get them to be more metacognitive
-how to use technology for blended learning, skill review, and product creation
-how to allow students to collaborate in small groups in class and connect to others


Content and Activities: Having taught a variety of grades in elementary school, problem solving in mathematics is always a challenge for students. This is due to the fact many of them cannot visualize what the problems are saying and asking. Using what I know about children, mathematics, Cognitively Guided Instruction, and technology, I want to provide an interactive session where teachers would have a chance to engage in multiple strategies to solve problems and suggestions for helping to teach word problems to children. The use of technology will be fully integrated throughout the session. Some tools and apps that will be used include, but QR Codes, Augmented Reality, Today's Meet, Padlet, and YouTube. Many times teachers hear about App Smashing; however, in this session, teachers will have the opportunity to be immersed into SOS (Smashing Our Strategies) where a variety of teaching strategies will be implemented to help teachers take back into their own schools and classrooms. The ultimate goal of this session is to help teachers learn problem solving strategies to help students, show how technology can be implemented and infused seamlessly into the classroom for instructional purposes, and provide multiple instructional strategies for high quality student engagement.

60 Mins- Exploring & Engaging Students through Problem Solving in Elementary School Mathematics
-5 minutes- Introductions and Essential Question
-5 minutes- Introduction of Task
-40 minutes- Work/Task/Engagement/Discovery Time
-5 minutes- Share Time
-5 minutes- Closing/Questions

Process: Peer-to-Peer interaction; facilitator-to-audience interaction; constructivism; device-based activities; multiple intelligence; differentiation through homogeneous grouping

Supporting research

Carpenter, T. (1999). Children's mathematics: Cognitively guided instruction. Portsmouth, NH: Heinemann.

Doabler, C., Baker, S., Kosty, D., Smolkowski, K., Clarke, B., Miller, S., & Fien, F. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. The Elementary School Journal, 115(3), 303-333.

Fennema, E., Carpenter, T., Franke, M., Levi, L., Jacobs, V., & Empson, S. (1996). A longitudinal study of learning to use children's thinking in mathematics instruction. Journal for Research in Mathematics Education, 27(4), 403-403.

Hill, H. (2004). Professional development standards and practices in elementary school mathematics. Elementary School Journal, 104, 215–231.

Holden, B. (2007). Preparing for problem solving. Teaching Children Mathematics, 14(5), 290-295.

Jacobs, V. R., Franke, M. L., Carpenter, T., Levi, L., and Battey, D. (2007). Professional development focused on children’s algebraic reasoning in elementary school. Journal for Research in Mathematics Education, 38, 258-288.

Ponce, G., & Knapp, N. (2005). Overcoming the "walls" surrounding word problems. Teaching Children Mathematics, 256-262.

Sowder, J. T. (2007). The mathematical education and development of teachers. In F.K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp.157‐223). Charlotte, NC: Information Age.

Villaseñor, A., & Kepner, H. (1993). Arithmetic from a problem-solving perspective: An urban implementation. Journal for Research in Mathematics Education, 24(1), 62-69.



favorites Christian Padgett, Fulton County Schools

Christian S. L. Padgett is an Instructional Technology Coach with Fulton County Schools in Atlanta, GA. Christian has taught a variety of grade levels including second, third, & fourth grades. Mr. Padgett has presented at the Georgia Educational Technology Conference. In addition, he serves as on the Fulton County Schools' Vanguard Team; whose mission is to help build capacity among staff members and their use of technology in more transformative ways. Christian is a graduate of Georgia State University and has his undergraduate and Master's degrees in Early Childhood Education & Elementary Education. In addition, his research focus includes K-5 Mathematics.