A problem-solving experience: The teacher’s perspective (original) (raw)
Related papers
The purpose and contribution of this paper is to explore and discuss how project-based learning (PBL), a general instructional strategy that can be used in numerous core content areas, can be integrated with teaching mathematics through problem solving (TMPS), a mathemat-ics specific classroom approach. This instructional approach, TMPS, discusses two elements of a teacher’s facilitation role, including the planning of valuable tasks and the classroom facilitation of this task. We describe and explore a case of a sixth (6th) grade mathematics teacher named Mrs. Miller who incorporated PBL in her teaching. We then address Mrs. Miller’s concerns and perspectives through related observations and connections made by the authors, organized using the essential elements of a teacher’s role in TMPS. We believe these essential elements of a teacher’s role in TMPS should be maintained when a teacher integrates PBL in his/her practices in order to ensure a project effectively teaches students significant mathematical content./ El propósito y la contribución de este trabajo son explorar y discu-tir cómo el aprendizaje basado en proyectos (PBL, por sus siglas en inglés), una estrategia de enseñanza general aplicable en numero-sas áreas de contenido básico, puede integrarse a la enseñanza de las matemáticas mediante la solución de problemas, método didác-tico específicamente diseñado para las matemáticas. Este método de enseñanza –conocido como TMPS, por sus siglas en inglés– analiza dos elementos de la función del profesor como facilitador, incluidas la planificación de tareas útiles y la facilitación de esta tarea en el salón de clases. Describimos y analizamos el caso de una profesora de matemáticas del sexto (6º) grado, la señora Miller, quien incorpora el PBL en su enseñanza. Enseguida, abordamos las preocupaciones y perspectivas de la señora Miller por medio de observaciones y cone-xiones que organizamos según los elementos esenciales de la función del profesor planteados por el método TMPS. Consideramos que estos elementos esenciales de la función del profesor en la enseñanza de las matemáticas mediante la solución de problemas deben mantenerse cuando un maestro integra el PBL en sus prácticas, con el fin de ga-rantizar que un proyecto determinado logre enseñar a los estudiantes un contenido matemático significativo.
Problem Solving: A Contextualized Approach to Teaching Mathematics
2018
The process of creating the Problem Solving Methodology has been shown to be long and full of deviations. For some time, there has been talk about its applicability, however, in those cases where it was performed, the results regarding mathematical learning were not satisfactory. In its complexity, when analyzing the main reasons that cancel the use of this methodology, it opens a gap in its study, because, as a consequence of its implementation, a considerable level of failure is observed in the cases applied. The present study proposes a discussion of the Problem-Solving Methodology about its historical context, its teacher training, its application in the school context, attitudes that do not generate results, highlighting those that exceed positive expectations, thus allowing a systematic analysis of the problem by understanding what is shaping the school curriculum in the process of teaching math learning.
Problem Solving - Purpose and Means of Learning Mathematics in School
Procedia - Social and Behavioral Sciences, 2015
Of all school subjects, mathematics introduces and develops the "problem-solving" concept, as fundamental component of school learning with a strong formative effect on students. In mathematics, solving problems represents the most effective concept to contextualization and re-contextualization of concepts, to operational and basic mathematical knowledge transfer to ensure a sustainable and meaningful learning. The resolvent conduct of the student also involves, in addition to the cognitive factors, factors aiming the affectivity and the experience of the student. In this context, the study conducted on a significant group of students at the end of the secondary school aimed at knowing the importance given by students to solving problems, the preferred type of problems and the performance level achieved by the students in solving math problems. Taking into account the complex intellectual activity, the nature of difficulties which the student faces in solving problems is varied, ranging from perceptual difficulties to those concerning his cognitive self-regulation.
Problem Solving in Mathematics Education
Encyclopedia of Mathematics Education, 2014
changes made are indicated. The images or other third party material in this book are included in the work's Creative Commons license, unless indicated otherwise in the credit line; if such material is not included in the work's Creative Commons license and the respective action is not permitted by statutory regulation, users will need to obtain permission from the license holder to duplicate, adapt or reproduce the material. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use.
Instructional qualities of a successful mathematical problem‐solving class∗
International Journal of Mathematical Education in Science and Technology, 1998
Problem solving has been an important issue in mathematics education during the last 25 years. Research studies in this area have documented extensively what students show while working with mathematical problems (resources, beliefs, and cognitive and metacognitive strategies). However, there is little information about how mathematical problem-solving activities should be implemented in regular classrooms. This paper shows what activities have been successful implemented by an expert during a mathematical problemsolving course. It focuses on the identification of qualities of the problems used to promote the development of students strategies and values that reflect mathematical practice in the classroom. Specia' attention is paid to the type of question that help students evaluate their own problem-solving processes and the importance of allowing the students to work in small group activities. Although the course itself does not address a particular sequence of content (algebra, geometry or calculus), there is indication that it could be used as a model to be adjusted to a regular mathematical course.
Topic Study Group No. 19: Problem Solving in Mathematics Education
2017
Mathematical problem solving has been an important research and practice domain in mathematics education worldwide. It's agenda focuses not only on analysing the extent to which cognitive, social, and affective factors influence and shape learners' development of problem solving proficiency, but also on the role played as a medium for teaching and learning mathematics and the development of both teachers' and learners' problem solving proficiencies. TSG 19 on Problem Solving in Mathematics Education was dedicated to the furthering and sharing of knowledge on this important topic. To this end, the mathematics education community was invited to submit contributions that address the aforementioned themes relevant and related to Problem Solving in Mathematics Education. We received 56 submissions from 30 different countries on a wide range of problem solving related topics. From these 56 submissions 15 papers were accepted to be presented as part of our main TSG program (15 min presentation, 5 min discussion) as well as 27 papers to be presented as an oral communication (10 min presentation, 5 min discussion). Within the main TSG program the following 15 papers were presented:
Learning to become a teacher of mathematical problem solving
2018
: I investigated student teachers in their second year of study as future teachers in the upper primary school, aiming to find out how they progress in a specific course module. The course is part of the curriculum of intermediate phase teacher education programme. The course is divided in modules, one of which is mathematics content in the second year of study. In the study, I propose that the students are in a transition between the world of school mathematics as their default modality and the world of a teacher of mathematics, which they are aiming to become. This period of ‘becoming’ a teacher is especially challenging for students who did not experience high quality mathematics education at school. In the thesis, I propose that the university learning space could serve as a site for an apprenticeship in problem-solving, in which students are made aware of their role as apprentices of their chosen profession. I approached the study as a practitioner researcher, modelling problem...
The Place of Problem Solving and Mathematical Thinking in the Mathematical Teaching
2015
The purpose of this study is to investigate the effect of problem-solving subject given for the improvement of problem-solving skills and for teaching the problem-solving strategies on primary preservice mathematics teachers’ ability to use the problemsolving stages and on their mathematical thinking levels. The study is oriented to descriptive survey, which is one of the quantitative research methods. In the study that was conducted throughout 13 weeks (26 hours), the students were taught Polya’s (1945) problem-solving stages, which are formed of four steps, and they were also the problem-solving strategies in order to improve their problem-solving skills. In the study, two problems developed by Posamentier and Krulik (1998) was used as data collection tool, and “Mathematical Thinking Scale” developed by Ersoy (2012) was used to determine whether the problem-solving lesson has an effect on mathematical thinking. The findings obtained demonstrate that problem-solving subject has a p...