Problem Solving

This report documents a lesson study conducted with Year 6 students at Għarb Primary School, Gozo, as part of the INSOLVU project focused on teaching mathematics through problem solving. The lesson explored the concepts of angles, time, and turns by embedding them in a real-life problem involving a cooking timer. Through an engaging outdoor activity using a large protractor and clock-face simulation, students visualised angles as physical rotations, measured them, and linked degrees with time. The lesson aimed to bridge abstract and concrete understandings, improve spatial awareness, and foster collaborative learning. Observations revealed that hands-on, contextualised experiences significantly enhanced student engagement and reasoning, although some struggled to articulate the lesson’s mathematical focus. Post-lesson reflections identified the importance of scaffolding and inclusive strategies to support all learners. The report concludes with recommendations for refining group dynamics, encouraging individual accountability, and building a classroom culture that embraces challenge and exploration.

This report presents a lesson study conducted with Year 3 students at St Francis of Assisi Primary School (Qawra) focusing on mathematical problem-solving and budgeting skills. The lesson study provided hands-on learning experiences using real money to bridge the gap between abstract mathematical concepts and real-world applications. Teachers collaboratively designed and trialled a lesson in which students engaged in budgeting within a fixed amount, integrating digital tools and cooperative learning strategies. Observations yielded valuable insights into student engagement, the influence of external observers, and the role of technology in mathematics learning. Reflections from both educators and students underscore the importance of collaboration, differentiated instruction, and building students’ confidence in problem-solving. The report concludes with recommendations to improve future lesson studies and enhance student participation.

This report presents a lesson study conducted with Year 4 and 5 students at Gozo College Ġużé Aquilina Primary and Special Unit Sannat, focusing on exploring the relationship between mass and capacity through problem-solving. The open-ended investigation is centred around a real-world scenario, which challenges students to investigate the common misconception that 1 litre always equals 1 kilogram. Through a hands-on approach involving different liquids and measuring tools, students collaborated in mixed-ability groups to compare, calculate and reason mathematically. The lesson integrated Universal Design for Learning (UDL), formative assessment and inclusive pedagogies to ensure all learners could participate meaningfully. Reflections from the teaching team highlighted key student misconceptions, strengths in collaboration and the value of structured inquiry for deepening conceptual understanding. The study illustrates how lesson study fosters professional collaboration, inclusive teaching strategies and responsive lesson design in support of the 21st century skills.