Problem solving for all

We believe that problem solving is for everyone and not just a stretch activity for the highest attainers. Problem solving is fundamental to thinking mathematically and provides pupils with opportunities to reason about and connect ideas. It equips them for problem solving in employment and everyday life. Everyone has the right to be given the chance to benefit from the value that problem solving offers. 

But what does it mean for problem solving to be accessible to all?

It doesn’t mean dumbing down questions, losing mathematical value or trivialising success. 

It does mean being aware of how we can adapt questions but retain mathematical value. Problem solving is valuable in different ways and being aware of the characteristics of questions that bring different types of value allows us to manipulate the challenge in meaningful ways. A classroom solution to this is using variants of problems that increase accessibility without losing mathematical value.

It does mean being aware of specific barriers that questions might pose for some pupils. Sometimes problem solving can be challenging not because of the mathematical content, but because of the (mathematical) language in the question. We need to be aware of why and for whom it might be challenging to see through the language to the underlying mathematical structure. Sometimes problem solving can be challenging because pupils lack the life experiences that allow them to make sense of the problem situation. We need to ensure that some pupils are not facing additional challenges to see to the heart of a problem.

It does mean giving all pupils opportunities to experience genuine challenge and success. Rather than pupils only feeling successful because a question has been trivialised, they experience real success on a question where they initially had no ready-made solution method. This involves understanding how to appropriately stretch all pupils and move them further in their mathematical learning.

It does mean ensuring all pupils have rich problem-solving experiences and develop the foundational knowledge they need to benefit from those experiences. Experience with problem solving cannot replace securing strong mathematical foundations. But neither is foundational knowledge sufficient. Problem solving builds on these foundations and allows pupils to apply and deepen their understanding.

Maths Horizons seeks to ensure that all pupils have the opportunity to benefit from and build confidence in problem solving. We want to work with teachers to understand the barriers in the system that prevent this and develop practical, sustainable approaches that enable all learners to engage and experience genuine success.

Maths Horizons is an independent programme drawing on an extensive evidence base to inform and support system change in maths education.