week 2

Question 1

Briefly outline the purpose and structure of the NSW Quality Teaching Model (NSWDET, 2003a, 2003b).

Answer 1

Purpose:
The purpose of the Quality Teaching Model is to lead and focus the work of the school community on improving teaching practice and hence student learning outcomes.

Structure:
The layout, briefly describing the purpose and background of the document.
It then explains that there are three distinct dimensions of the NSW quality teaching model, these are
1) Intellectual Quality,
2) Significance
3) Quality learning environment.
The structure is to then explain these three aspects in depth and providing examples before concluding the model.

Question 2

Make “good” questions which would elicit the answers to these closed questions:
5+2+7 = 14

Answer 2

1) I have three numbers under 10, and their sum is 14, what are the three numbers?

Question 3

Make “good” questions

5-3.

Answer 3

My soccer team lost the game by 2 goals what could the 2 scores be?

Question 4

Make “good” questions

5 x 3

Answer 4

I have 15 oranges in my basket, how many oranges does each person get if I share them equally?

Question 5

Make “good” questions

20 ÷ 4 ?

Answer 5

Mary has a cake that she has cut into 20 pieces, if she didn’t have any cake and she wanted to give it to her friends, how many friends could she share it with and how many pieces could they get?

Question 6

make good questions

4x20c+50c?

Answer 6

John has $1.30 in his pocket, what coins could he have?

Question 7

How could you extend ‘good questions’ into investigations?

Answer 7

• teachers could ask once the students has completed the given question to see if there any alternative answers that they can come up with.
• ask if there was any other way to get the answer they got.

Question 8

Discuss the stages of Polya’s problem solving process with respect to the tutorial problem
solving activity.

Answer 8

Stages 
There are 4 stages of Ploya's problem solving process includes: 
1.	understanding (see)
2.	choose a strategy (plan)
3.	solve it (do)
4.	reflect (check)

tutorial problem
Chessboard activity.

Question 9

Discuss the stages of Polya’s problem solving process with respect to the tutorial problem
solving activity.

Which Working Mathematically components were used when your group solved this problem?

Answer 9

Stages 
There are 4 stages of Ploya's problem solving process includes: 
1.	understanding (see)
2.	choose a strategy (plan)
3.	solve it (do)
4.	reflect (check)

WM components used for this task.

communicating:
- random grouping for this task.
- Oral
- Gestures
- Writing (mathematical symbols).
- Diagrams

Problem solving

Reasoning:
Multiplication
Squares
Square numbers

Understanding

Fluency

Question 10

Discuss the NSW Quality Teaching Model in terms of how it fits with problem solving activities

Answer 10

QLE
- Social support - Working in groups for problem solving activities is fantastic, as students can collaborate with each other and have to communicate, which is a fundamental component of ‘working mathematically’.

• Engagement - By using concrete materials students are engaged with what they are going to do.
• Student direction - By giving students a problem and allowing them time to solve it at their own pace and decide how they are going to solve it, creates a quality learning environment.

Significance
- Background knowledge - Students must understand the fundamentals of time and basic addition in order to be able to problem solve.

Inclusivity - When working in groups for problem solving it is important that are students are included.

IQ
- Deep knowledge - Problem solving allows students to create a deep knowledge of a subject or concept, as they are creating it themselves. They understand the ‘why’ of things happening, and not just ‘what’ to do.

• Higher order thinking - Higher order thinking is addressed, as kids engage and become creative, critical thinkers (Bloom)