When the task was assigned, my teammates and I had different ideas, like teaching concept of 'Money' at the supermarket, 'Time' at the cinema, etc. Eventually, we settled on concept of 'Measurement' at Burger King because it was dinner time then, and the fast food outlet is readily available at every corner of the country. Here's a rough idea of what we came up with...
From textbook reading on Page 32, it was mentioned that "two researchers in the area of problem solving mathematics identified three ways that problem solving might be incorporated into mathematics instruction". And I am quite sure our environment task on 'Measurement' uses the 'teaching through problem solving' approach, as children are given the opportunities to learn through real contexts, problems, situations, and models.
Fast food restaurants are places that most children nowadays frequent. But, while they are there, even after they have learned the concept of 'Measurement' in school, how often will they think of how big is the tray or the height of the chair? Or how many paperclips are needed to measure the length of the table? By bringing the children to a familiar context, firstly, they will be able to gain access to and successfully learn the development of mathematics concept. Secondly, they will find the idea interesting and challenging, and probably explore other concepts on their own in the future.
'Measurement' has no prescribed or memorized rules or methods. By giving the children different materials to measure with and objects to measure, they have to make use of what they have learned on 'Measurement', and come out their own ideas to engage and solve the problem (in collecting data).
At the end of the task, when the children put their findings on a chart, they learn about the different types of measurement tools and methods, and the difference in findings. They make connections between the findings as they pattern search, constructing new ideas at the same time. And when they are at it, they expand on their ideas and grow in the understanding as they share and make sense of his or her own ideas, and hear and reflect on the strategies of others.
To conclude, learning is an outcome of the problem-solving process.
