Tasks and pedagogies that facilitate mathematical problem solving

This is a report from one aspect of a project seeking to identify teacher actions that support mathematical problem solving. The project developed a planning and teaching model that describes the type of classroom tasks that can facilitate mathematical problem solving, the sequencing of the tasks, the nature of teaching heterogeneous groups, ways of dfferentiating tasks, and particular pedagogies. We report here one teacher's implementation of the<br />model using a unit of work that he planned and taught. The report provides important insights into the implementation of the theoretically founded model and the responses of students. We found that the model can be used for planning and teaching and for encouraging problem solving. The model has a positive effect on the learning of most students. Specific teachers actions were identified in order to address the needs of the students we are most<br />keen to support, those experiencing dfficulties.