As a problem solver, I see few constraints, and possibility everywhere. I know how we can reroute and inspire energy (human and other) to create solutions in multiple ways. I know how to reach out to find answers, and there's rarely a problem I see as unsolvable.
The challenge lies in investment, time, and importance. If those around you don't deem a problem worth the energy, collaboration, and time it takes to solve, the problem will persist. Often a few try to solve a problem without consulting the many who have inside knowledge and perspectives about the problem--thus the problem remains.
In the past few months, I've tried to solve lots of problems. The problems related to my students, families, and class have mostly been solved or are on the road to solution as we work as a team to find better ways to inspire, coach, and engage students. I haven't been as successful with the bigger issues, the ones I notice, but don't have as much voice with. I've tried to speak up, infuse new action, research, and craft solutions, some with effect and some without. Thus, something to think about.
With all of this in mind, and my love of problem solving, I've chosen a new problem to solve--one within my reach and one that I'll enjoy working on, and that problem is how to teach the new fraction standards with depth. For too long, fractions have held a back seat in math education. One reason that's true is because for most math curriculums fractions come at the end of the year--a time of year that's complicated in most schools for a large number of reasons. Another reason fractions have held a back seat, while their importance should make them a front seat consideration, is that the way fractions are taught and understood usually makes the concept confounding to students.
Hence I'll start the exploration by reworking the start of our fraction unit. I'll connect fractions to all the previously taught units, the ones students have strength in. Then I'll build out with some great projects, old and new, lots of conversation, exploration, and practice. The students and I will have a lot of fun with this exploration, and I'll get a chance to problem solve again. A win-win!
