Developing Independent Problem Solvers Through Metacognition

Develop learners’ problem-solving skills through metacognitive strategies that promote planning, monitoring, reflection and independence.
About this Event

Trosolwg

Mae datrys problemau yn parhau i fod yn un o’r agweddau mwyaf heriol ar addysg fathemategol. Mae tystiolaeth ddiweddar yn amlygu bod ansawdd yr addysgu sy’n cefnogi datrys problemau mathemategol yn rhy amrywiol, gan gyfyngu ar allu dysgwyr i gymhwyso eu dealltwriaeth fathemategol yn effeithiol. Mae’r sesiwn dysgu proffesiynol hon yn archwilio sut y gall dull metawybyddol gryfhau sgiliau datrys problemau dysgwyr drwy eu haddysgu’n benodol i gynllunio, monitro a gwerthuso eu meddwl.Bydd cyfranogwyr yn archwilio pam mae dysgwyr yn aml yn cael trafferth gyda datrys problemau, yn ystyried dulliau sy’n seiliedig ar ymchwil gan y Education Endowment Foundation (EEF), ac yn edrych ar sut y gall modelu effeithiol, trafodaeth a myfyrio gefnogi datblygiad datryswyr problemau annibynnol. Bydd y sesiwn yn cyflwyno strategaethau ymarferol ar gyfer yr ystafell ddosbarth sy’n helpu dysgwyr i fod yn fwy ymwybodol o sut maent yn meddwl, rhesymu a dewis dulliau priodol wrth wynebu heriau mathemategol anghyfarwydd.Drwy weithgareddau ymarferol, bydd cyfranogwyr yn profi ystod o fathau gwahanol o broblemau, yn archwilio strategaethau datrys problemau effeithiol, ac yn ystyried sut y gellir eu gwreiddio’n systematig o fewn y cwricwlwm mathemateg yn hytrach na’u trin fel gweithgareddau cyfoethogi achlysurol.

Cynulleidfa Darged

Athrawon mathemateg cynradd ac uwchradd, arweinwyr rhifedd, arweinwyr cwricwlwm ac ymarferwyr sy’n dymuno cryfhau gallu dysgwyr i ddatrys problemau a datblygu mwy o annibyniaeth, gwydnwch a meddwl strategol mewn mathemateg. Mae’r cwrs yn addas ar gyfer athrawon ym mhob cyfnod sy’n chwilio am ddulliau ymarferol o wella rhesymu mathemategol a chymhwyso mathemateg.

Amcanion y Sesiwn

Erbyn diwedd y sesiwn bydd cyfranogwyr yn gallu:

• Deall yr heriau sy’n gysylltiedig ag addysgu a dysgu datrys problemau mathemategol.
• Archwilio egwyddorion metawybyddiaeth a’i rôl wrth ddatblygu datryswyr problemau effeithiol.
• Defnyddio fframwaith metawybyddol sy’n seiliedig ar gynllunio, monitro a gwerthuso i gefnogi dysgwyr wrth ddatrys problemau.
• Archwilio strategaethau datrys problemau ymarferol a dysgu sut i’w haddysgu’n benodol.
• Ystyried ystod o fathau o broblemau, gan gynnwys rhesymu rhesymegol, problemau gweledol, patrymau a phroblemau geiriol.
• Ystyried sut y gall modelu, trafodaeth a myfyrio effeithiol gynyddu annibyniaeth a hyder disgyblion.
• Nodi ffynonellau o ansawdd uchel ar gyfer tasgau datrys problemau a datblygu dulliau o ymgorffori datrys problemau mewn cynlluniau gwaith.

Overview

Problem solving remains one of the most challenging aspects of mathematics education. Recent evidence highlights that the quality of teaching that supports mathematical problem solving is too variable, limiting learners’ ability to apply their mathematical understanding effectively. This professional learning session explores how a metacognitive approach can strengthen learners’ problem-solving skills by explicitly teaching them to plan, monitor and evaluate their thinking.Participants will examine why learners often struggle with problem solving, explore research-informed approaches from the Education Endowment Foundation (EEF), and consider how effective modelling, discussion and reflection can support the development of independent problem solvers. The session will introduce practical classroom strategies that help learners become more aware of how they think, reason and select appropriate methods when faced with unfamiliar mathematical challenges.Through hands-on activities, participants will experience a range of problem types, explore effective problem-solving strategies, and consider how these can be embedded systematically within the mathematics curriculum rather than treated as occasional enrichment activities.

Target Audience

Primary and secondary mathematics teachers, numeracy leaders, curriculum leaders and practitioners who wish to strengthen learners’ problem-solving capabilities and develop greater independence, resilience and strategic thinking in mathematics. The course is suitable for teachers across all phases seeking practical approaches to improve mathematical reasoning and application.

Session Aims

By the end of the session participants will:

• Understand the challenges associated with teaching and learning mathematical problem solving.
• Explore the principles of metacognition and its role in developing effective problem solvers.
• Use a metacognitive framework based on planning, monitoring and evaluating to support learners when solving problems.
• Examine practical problem-solving strategies and learn how to teach them explicitly.
• Explore a range of problem types, including logical reasoning, visual problems, patterns and word problems.
• Consider how effective modelling, discussion and reflection can increase pupil independence and confidence.
• Identify high-quality sources of problem-solving tasks and develop approaches for embedding problem solving within schemes of work.