Polya questioningAlso known as: Polya problem-solving, 4-step problem solving
Polya questioning is a scaffold used to solve problems across all domains. It involves a four-step approach:
1. Understand the problem
2. Devise a plan
3. Carry out the plan
4. Look back.
- can assist students to support their thinking, however, educators should be mindful of students not becoming dependent on the scaffold
- helps students find a pathway into problem-solving when they aren't sure how to get started or proceed, however, they shouldn't view the scaffold as linear
- was designed by Pólya, a mathematician, and has strong connections to Newman's Error Analysis.
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How to use with ICT
Use shared documents with prompting questions as part of whole-class or small-group work. Present word problem to get students to pose their own questions, then use Polya questioning to guide them through answering those questions. Students could work on the first two steps in class, then finish the problem at home.
Project a Polya questioning document for the whole class to work through together. When introducing the technique, perhaps work through as a class. As students become more familiar, they could work individually or in small groups to answer the questions then discuss their answers.
|Australian Mathematical Sciences Institute (AMSI)||The problem with problem solving||An article on mathematical problem solving.|
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When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
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