2. Using Group work In problem solving
LSEF Problem Solving Conference KS4/Post 16
Using Group work In problem solving
Beth Williams & Lynda Browne

3. Why use group work to develop problem solving skills?
Provides positive opportunities for
Risk taking
Mathematical language development
Peer coaching and support
Gives the teacher the freedom to move around the class and make informal assessments
Allows mixed ability learning
Effective learning (Vygotsky)
Mathematics in the ‘real’ world is rarely done in isolation

4. Rules for group work
You are responsible for your own work and behaviour
Preparation to work effectively in groups has to start from year 7
You must be willing to help any group member who asks
None of the mathematics should be done in isolation
You may only ask the teacher for help if everyone in the group has the same question
If someone in the group can overcome an obstacle, they must help the rest of the group to overcome it too

5. Standard pitfalls in group work
One person dominates
by collecting all the pieces of information and taking control.
Someone opts out
by sitting back and letting the rest of the group solve the problem.
The ability of students to successfully follow the rules will improve with reinforcement of them in each session they are used.
Teacher led discussions about the purpose of each rule are essential.

6. One approach: pieces of the puzzle
All about deductive reasoning
Each group member is given information to share with the rest of the group
Each group member has to make value judgements about the information they have
The solution can’t be found without everyone's contribution
Group assumes 'ownership' of the task
Individuals retain personal responsibility within the group

7. Introduce the task The introduction sets up the tone of the activity
Make links to previous work
Revise key terms and mathematical vocabulary
The activity should clarify and develop mathematical ideas introduced in previous lessons

8. Problem 1 – Find the pattern
Form groups of 4
In a class this may be done randomly or involve some social engineering
You may assign roles to each member of the group e.g. team manager, equipment manager, scribe, spokesperson
This one is for everyone (KS4/Post 16) to get the idea.

9. Problem 1 – Find the pattern
Each group should have a grid
And a set of cards (20)

10. Problem 1 – Find the pattern
The aim is to find the pattern from the description on the cards
Shuffle and deal out the cards
You may not show your cards to anyone else, even after you have revealed the information on it
Each group member takes turns in reading out the piece of information that they think is most useful from their cards

11. Problem 1 – Find the pattern
After reading a piece of information out, the group member retains the card. They may refer to it later but they shouldn’t just place it on the table for everyone to see.
After each individual piece of information is given, the group must see if they can make any progress with the design
If no progress can be made, the next group member reads out a new piece of information

12. Problem 1 – Find the pattern
Once you think you have finished…
Check the design fits all of the information.
If you are convinced you have the correct solution, you can then see all of the cards. Try to find the fewest number of cards needed to uniquely define the pattern

13. How did your group get started?
How did the group 'join' the clues together?
What caused some difficulty?
Which clue did you find most helpful?
Did any group do it a different way?
What might you do differently next time?

15. Further problems There are a variety of these problems to try
KS3/GCSE and A level
Select a task and try it out in your groups of 4

16. Where can these problems be found?
Look in the resources menu for problem solving

17. bwilliams@clapton. hackney. sch. uk lbrowne@clapton. hackney. sch