In class we were introduced to a type of activity for problem solving called the Japanese Bansho Method. Ottawa Bansho defines Bansho as "a method of teaching developed in Japan that focuses on teaching math through problem solving. It allows students to see connections and progressions of the thinking involved when developing strategies to solve a problem" (https://ottawabansho.wordpress.com/bansho-in-the-class/). At first glance, this method seemed the same as the gallery walk activity that we had used in a previous class. However, this method takes solutions one step further by having students group and categorize solutions based on level of difficulty.
We began the activity by solving a problem about a class with a certain number of boys and girls in it. This appeared to be a fairly simple problem, however we were again challenged to create multiple solutions. Each different solution was written on a separate piece of paper and posted on the board. Once all of the solutions were complete, we arranged them into groups. Pages that had the same or similar methods of solving were placed together on the board. We discussed what was similar about the solutions and labelled them with a categorizing title such as "Trial and Error", "Algebraic", "Graphing", etc. This discussion was important because it required us to use mathematical language to define specific solutions and to think critically about how solutions connected.
After grouping solutions, we categorized them by level of difficulty, or the order in which a student would learn each technique. This was a great exercise in critical thinking and reasoning. There were a few conflicts between us about which level should be assigned to which group. Each person gave their thoughts on why groups should be ranked in certain ways. In the end, we all agreed on the way in which we organized our solutions.
I think that this method of teaching is very beneficial in a classroom because it helps students to recognize common methods of problem solving and to understand what a complex solution looks like in comparison to a simple one. Additionally, students are able to relate to one another by seeing who solved the problem in the same way they did. This allows discussion to be had about learning styles and preferred techniques for problem solving. Overall, I think this activity was a great way to help take an activity like a gallery walk one step further by adding critical thinking to it.
We began the activity by solving a problem about a class with a certain number of boys and girls in it. This appeared to be a fairly simple problem, however we were again challenged to create multiple solutions. Each different solution was written on a separate piece of paper and posted on the board. Once all of the solutions were complete, we arranged them into groups. Pages that had the same or similar methods of solving were placed together on the board. We discussed what was similar about the solutions and labelled them with a categorizing title such as "Trial and Error", "Algebraic", "Graphing", etc. This discussion was important because it required us to use mathematical language to define specific solutions and to think critically about how solutions connected.
After grouping solutions, we categorized them by level of difficulty, or the order in which a student would learn each technique. This was a great exercise in critical thinking and reasoning. There were a few conflicts between us about which level should be assigned to which group. Each person gave their thoughts on why groups should be ranked in certain ways. In the end, we all agreed on the way in which we organized our solutions.
I think that this method of teaching is very beneficial in a classroom because it helps students to recognize common methods of problem solving and to understand what a complex solution looks like in comparison to a simple one. Additionally, students are able to relate to one another by seeing who solved the problem in the same way they did. This allows discussion to be had about learning styles and preferred techniques for problem solving. Overall, I think this activity was a great way to help take an activity like a gallery walk one step further by adding critical thinking to it.
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