# Question: edit to 600 words include a conclusion and intro...

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paragraph needs a edit word limit is 600 over at the moment

Learning through problem solving can support the development of relational understanding of mathematical skills and content as it enables the learners to understand a step by step process of the question they are needing to solve. The learning can show their level of thinking and understanding of the mathematical question requiring problem solving techniques by using visual evidence; learning resources, verbal mathematic terminology, answering bmathematical questions to further break down their current answers and or the mathematical problem and gain more insight into why their answer is correct or incorrect and what changes need to be made to ensure the learner understands the reasons behind the correct answer and use of mathematical working out strategies. For example: when a student completes a fractions activity which shows a whole, halves, quarters etc they are able to understand how a whole is formed from two halves and how a whole can break down into 1/8, 1/4 etc by using hands on problem solving techniques. Hands on problems solving technques they are able to develop a stronger and meaningful learning experience by visually and verbally connecting the stages invovled in working out a mathematical problem. When a teacher uses the whiteboard, interactive whiteboard or physical learning activities to compelte a problem solving activity as opposed to just verbally discussing the mathematical problem and how to solve it the learner not only fors a stronger understanding of the problem solving process but can use learning resources to explain their undertanding and way of thinking. Regardless, if the learner states a correct or incorrect answer to the mathematical question the most important process is how the learner reached their original answer, how their level of understanding has changed throughout the problem solving process and how the teacher has assessed the learners level of understanding. Hands on problem solving techniques can allow a learner to break down a question many times and ask a diverse range of questions which strengthens their mathematical knowledge, awareness, motivation levels, terminology and understanding. A positive approach to problem solving can be to use a combination of differentiation strategies that connect students different learning levels, outcomes and needs through verbal and visual examples. Problem solving strategies can increase students level of engagement, participation and motivation through hands on learning, trial and error, use of real world examples and a diverse range of learning resources.

Problem solving strategies can be completed in individual, small groups and whole class actitives using a range of mathematical learning resources; different coloured and sized dices, large numbered play cards, use of technology, working out on large A 4 or A 3 poster paper, use of well known board games changed into mathematical problem solving activities, using large plastic play balls and bean bags transformed into addition, multiplication, division and subtraction questions etc. Most importantly, using prolem sovling techniques in a mathematical classroom can eliminate student learning differences as the learners will be focusing on completing the mathematical challenge using a creative learning resources especially if the mathematical rotation activities are set to be completed within a set time frame the learners will not have time to waste they will be too busy trying to out win themselves by completing the challenge before it is time to move onto the next challenge.

Problem solving enables a learner to see the complete picture of their mathematical learning experience. The students are able to use so many different learning resources to reach their answers and then show the teacher how they actually reached their answers whcih demonstrates their level of understanding. The most important achievement in using problem solving strategies in a mathematical equation is to enable a teacher to use certain assessment tools to identify a students level of understanding and thinking about a question. Leads to a teacher being able to work with a student to strengthen their level of mathematical understanding and apply the correct learning process with future mathematical questions. Problem solving strategies enable the learner to utilize all aspects of theri thinking process to strengthen and identiy their level of understanding. Problem solving enables a learner to use the strategies of applying answers to their mathematical questions in the form of - why, when, where, who, what and when situations.

also write a intro and conclusions question is explain how learning through problem solving can support the development of relational understanding of mathematical skills and content.

Propose examples of practice to support your response..