Introducing (some) problem-solving skills

Problem-solving is not only a prominent Maths activity, as shown in the Maths ability pyramid. It is also a discipline of its own, with its specific know-how. In other words, the specific skills of problem-solving can be learnt too. By doing so, students will not only learn to solve problems more efficiently, they will also make the best of problem-solving’s high educational value.

For Maths teachers, it means that it is possible to choose problems for students not only according to a particular Maths topic (fractions, algebra, trigonometry, etc.) but also with a view to practise one or several problem-solving skills.

In order to do this, it is necessary to identify and name these skills. This post covers 10 problem-solving skills, which you can see in action in UKMT JMC 2015 (cf. my JMC 2015 teacher’s notes).

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UKMT (teacher’s notes) – JMC 2015

This is the first post presenting my teacher’s notes of past UKMT papers, starting with JMC 2015.

The objective of these teacher’s notes is not to provide solutions — UKMT already provides an excellent Pdf of solutions and further investigations, which you can download here — but to provide insights to teachers as to how UKMT questions can be used in the classroom.

In other words, these teacher’s notes are about making the best of the educational value of UKMT questions. Which, by the way, extends the scope of UKMT questions beyond their target age group. For example, some JMC questions, although intended for Year 7-8 students, can be used for educational purposes up to GCSE, sometimes even with A level students with the addition of relevant extensions and investigations.

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