Problem solving is one of three main areas of the national curriculum for mathematics; however, it is widely regarded as the most complex to teach. As many problems will be non-routine or in unfamiliar contexts, typically successful teaching strategies such as modelling may have limitations here. The EEF have a series of thought-provoking blog posts on this matter, which are well worth your time.

 In this fourth blog post, Kirstin Mullholland questions the efficacy of giving children a pre-determined strategy.

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