Ribbit's Math Ventures Parent and Teacher Page

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The purpose of this site is to present mathematics problem solving as anchored in life-situated contexts. The problems included in this site illustrate the need for mathematical knowledge and skill in applied situations. This site supports teachers who are seeking to (a) involve their sudents in mathematical problem solving and problem posing pursuits and (b) develop curriculum the connects "in-school" mathematics learning with "out-of school" mathematical understandings. This site grows from complex, life-situated problem posing projects that I conducted with my students at West Point Middle School back in the early '90s when hypermedia was relatively new to schools and web publishing capabilities virtually nonexistent. You may wish to refer to Verzoni, Kathryn A. "Turning Students into Problem Solvers." Mathematics Teaching in the Middle School 3 (October 1997): 102-107. for an in depth discussion of mathematics problem posing and solving.

Each problem begins with an introduction that includes a general story line. From there, hyperlinks provide access first to general information within a broad area and then to more specific information. Thus. problem presentation is set up hierarchically and enables the problem solver to choose the sequence in which he or she gathers information and data that is presented within text, diagrams, maps, tables, graphs, and/or pictures. While most on the critical information is provided within the Math Ventures site pages, some problems also require problem solver use of data found out on the web. In order to enhance complexity and realism of each problem, plenty of unimportant information is presented along with necessary facts. Significant problems that we face in life often require us to evaluate the relative importance of available information.

The site, including its initial three model problems (site launched: September 2001), will serve as a springboard for student authored complex, life-situated mathematics problems. Thus, students will not only solve problems on this site, but they will also work to pose and publish their own complex, life-situated mathematics problems. Draper Club Generation Y students will be the first students to add to the site. Mathematical problem posing is beneficial cognitive activity. The National Council of Teachers of Mathematics (NCTM) advocates problem posing as an activity that enhances students' problem solving abilities and their inclinations to connect school mathematics with life outside school.

Tips

PRIMARY PROBLEM: "Where's Ribbit?"

As written, "Where's Ribbit?" is too difficult for most primary students to solve individually. "Where's Ribbit?" works well led by an adult who can scaffold student reading and reasoning.

INTERMEDIATE PROBLEM: "Brewing up a Snowday Stew"

"Brewing up a Snowday Stew" can be approached on two levels. The initial ingredient amount is dependent upon the current wind chill temperature. Successive ingredient amount is written in terms of variation with each other. Without adult scaffolding, an intermediate grades student can work through the problem arithmetically. Greater learning from this problem occurs when we require the problem solver to generate algebraic equations based on the directions in the recipe and to then solve for the unknown.

MIDDLE PROBLEM: "Challenge of the CrossBunce"

"Challenge of the CrossBunce" requires application of skills related to finding perimeter, area, and volume. When posing problems, we are often inclined to provide the same "givens" and require the determination of the same "unknowns" as traditional textbook problems. This problem challenges students to use their knowledge and skill in roundabout ways, as the usual "unknowns" are supplied while the usual "givens" are what needs to be determined.

Instructional Materials

When using problems such as these, I like to scaffold student communication about how they solved their problems with printed sheets that direct them what work and where to show it. If I'm assigning a problem for a grade, I define ahead of time the number of points students will earn for each part of the problem solved correctly. I hope to eventually be able to provide these via Adobe Acrobat files. For now, I might be able to send you some of the accompanying instructional materials via email if you are in need: kperry@mohonasen.org

Maintained according to Mohonasen Central School District Web Publishing Regulations by Kathryn A. Verzoni Perry, Coordinator for Staff Development/Technology Integration, Mohonasen Central School District, 2070 Curry Road, Schenectady, NY 12303 (518) 356-8365 © 2001 Mohonasen Central School District--All Rights Reserved
Last Updated 03/09/2006