Math Problem Solving
In the cognitive part of this multi-strategy intervention, the student learns an explicit series of steps to analyze and solve a math problem. Those steps include:
Reading the problem. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms).
Paraphrasing the problem. The student restates the problem in his or her own words.
‘Drawing’ the problem. The student creates a drawing of the problem, creating a visual representation of the word problem.
Creating a plan to solve the problem. The student decides on the best way to solve the problem and develops a plan to do so.
Predicting/Estimating the answer. The student estimates or predicts what the answer to the problem will be. The student may compute a quick approximation of the answer, using rounding or other shortcuts.
Computing the answer. The student follows the plan developed earlier to compute the answer to the problem.
Checking the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer calculated in a previous step to ensure that there is general agreement between the two values.
Information from: http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies
Reading the problem. The student reads the problem carefully, noting and attempting to clear up any areas of uncertainly or confusion (e.g., unknown vocabulary terms).
Paraphrasing the problem. The student restates the problem in his or her own words.
‘Drawing’ the problem. The student creates a drawing of the problem, creating a visual representation of the word problem.
Creating a plan to solve the problem. The student decides on the best way to solve the problem and develops a plan to do so.
Predicting/Estimating the answer. The student estimates or predicts what the answer to the problem will be. The student may compute a quick approximation of the answer, using rounding or other shortcuts.
Computing the answer. The student follows the plan developed earlier to compute the answer to the problem.
Checking the answer. The student methodically checks the calculations for each step of the problem. The student also compares the actual answer to the estimated answer calculated in a previous step to ensure that there is general agreement between the two values.
Information from: http://www.interventioncentral.org/academic-interventions/math/math-problem-solving-combining-cognitive-metacognitive-strategies