Problem solving of new problems isn't a skill. There are just the basics.

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Gradually transitioning from guided practice to independent problem-solving, the objective of math teachers is to equip students with the skills needed to solve complex, unfamiliar problems. By scaffolding the learning process, students at this school excel in solving these types of problems. Contrary to popular belief, there isn't a specific skill for solving complex problems that are completely new. It's all about mathematical ability, procedure, and conceptual understanding.

In this episode, math professor Anna Stokke sits down with Dr. Greg Ashman, an Australian teacher, writer and researcher with a wealth of knowledge on cognitive load theory. Dr. Ashman shares his journey into education writing and research, including some of the challenges he has faced along the way. He shares some pitfalls of education research studies and discusses what happened when he tried to track down the references for a claim that timed tests cause math anxiety. The conversation also includes a discussion on cognitive load theory and its implications for effective teaching. Dr. Ashman explains what good explicit instruction looks like in a math classroom and provides practical advice for new teachers.

This episode is a must-listen for teachers, parents and anyone with an interest in education.

EPISODE RESOURCES

https://www.annastokke.com/ep-4-resources

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Intro and Outro music by Coma Media - Catch it

Transition music by Podington Bear – Camp

EPISODE TRANSCRIPT

https://www.annastokke.com/ep-4-transcript

Website: www.annastokke.com

Twitter: @rastokke