Authentic Problem Solving

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Through problem-based learning, students learn how to use an iterative process of assessing what they know, identifying what they need to know, gathering information, and collaborating on the evaluation of hypotheses in light of the data they have collected.

Their teachers act as coaches and tutors: probing findings, hypotheses, and conclusions; sharing their thinking when students need a model; and attending to metacognitive growth by way of “time out” discussions on how thinking is progressing.

In F–2, students solve problems when they use mathematics to represent unfamiliar or meaningful situations.

In Years 3–6, students solve problems when they use mathematics to represent unfamiliar or meaningful situations and plan their approaches.

In addition, the Center for Problem-Based Learning is helping other educators learn these exciting techniques.

Last summer 100 7th and 8th grade students got off buses in front of a chain-link fence where a nuclear warning sign was posted.

In Years 7–8, students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.

In Years 9–10, students formulate and solve problems when they use mathematics to represent unfamiliar or meaningful situations, when they design investigations and plan their approaches, when they apply their existing strategies to seek solutions, and when they verify that their answers are reasonable.

Activists want all the material moved somewhere else even if the solution bankrupts the company.

And some members of the Illinois General Assembly want the thorium removed from the state even though there is no place in the country currently licensed to accept the material.

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