EdCircuit Staff 
Michael Pershan 
Michael Pershan, a first-time author of the new book Teaching Math With Examples (John Catt Educational), shares his energy and insights on this episode of Author Chats. Listen in to learn about a practical, proven approach that enhances mathematical understanding.
Pershan’s book draws on his decade-plus NYC teaching experience, including his present position at St. Ann’s School in Brooklyn. He demonstrates how using “worked examples” in instruction helps students work backwards to understand how to solve math problems. This isn’t, as some believe, simply “giving up” or giving away the answer. The approach, in fact, eliminates guesswork for students who don’t know where to begin with a problem, and allows them to deconstruct the approach, after which they can then follow the steps to solve other problems of the same type. Problem solving is often prioritized as a skill in modern classrooms, but it only truly works when students understand how to approach a problem and, importantly, understand how and why they got the answer right. Trial-and-error approaches often fail in this regard.
According to Pershan, “You can’t just show kids an explanation and then walk away. It’s important to flesh it out in the classroom.” By applying analysis, deep questioning, new applications, and empowered problem solving to successful classroom activities, Pershan discovered exceptional results that led him on the path he champions today.
As you listen to the interview, think through the following questions, and consider your views on teaching using examples and the importance of establishing both the “how” and “why” of the learning process:
• Problem solving is often prioritized as the gold standard in learning, but it’s not the only value in teaching. What have you observed as far as an overemphasis on problem solving that leaves certain students behind when they fail to grasp the mechanics of a particular problem and solution?
• Have you used worked examples before in your teaching? Are there specific worked examples that you find open up new avenues for problem solving that initially are difficult for students to understand? Are there “a-ha” moments that trigger students’ understanding?
• Do you find most curriculum is set up and designed to facilitate the use of worked examples? Do you believe there is a need to balance practice with examples to create an optimum teaching environment?
Learn more about Michael Pershan’s book, Teaching Math With Examples, and more great John Catt Educational publications, by visiting us.johncattbookshop.com
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