Book Review of Multiple Solution Methods for Teaching Science in the Classroom: Improving Quantitative Problem Solving Using Dimensional Analysis and Proportional ReasoningMultiple Solution Methods for Teaching Science in the Classroom: Improving Quantitative Problem Solving Using Dimensional Analysis and Proportional Reasoning by Stephen DeMeo Universal Publishers: Boca Raton, FL, 2008. 304 pp. ISBN 978-1599429885; $29.95 (paper)

2010 ◽  
Vol 87 (1) ◽  
pp. 20-20 ◽  
Author(s):  
James W. Jetter
Keyword(s):  
Problem Solving ◽  
Dimensional Analysis ◽  
Proportional Reasoning ◽  
Multiple Solution ◽  
Teaching Science ◽  
Solution Methods ◽  
Multiple Solution Methods

Learning algebraic procedures through problem solving

2019 ◽  
pp. 61-69
Author(s):  
Alex Friedlander
Keyword(s):  
Problem Solving ◽  
Thinking Skills ◽  
Multiple Solution ◽  
Higher Level Thinking ◽  
Solution Methods ◽  
Solving Equations ◽  
Multiple Solution Methods ◽  
Equivalent Expressions

In this paper, I attempt to present several examples of tasks and some relevant findings that investigate the possibility of basing a part of the practice-oriented tasks on higher-level thinking skills, that are usually associated with processes of problem solving. The tasks presented and analysed here integrate problem solving-components – namely, reversed thinking, expressing and analysing patterns, and employing multiple solution methods, into the learning and practicing of algebraic procedures – such as creating equivalent expressions and solving equations.

Celebrating Diversity by Sharing Multiple Solution Methods

2015 ◽  
Vol 109 (4) ◽  
pp. 290-297 ◽  
Author(s):  
Woong Lim ◽  
Hongjoong Kim ◽  
Lynn Stallings ◽  
Ji-Won Son
Keyword(s):  
Teaching Practices ◽  
Multiple Solution ◽  
Solution Methods ◽  
Multiple Solution Methods

A classroom vignette presents teaching practices that develop an appreciation of diverse thinking.

Reshaping Teachers' Mathematical Perceptions: Analysis of a Professional Development Task

2015 ◽  
Vol 3 (2) ◽  
pp. 116-129 ◽  
Author(s):  
Gwyneth Hughes ◽  
Jonathan Brendefur ◽  
Michele Carney
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Mathematical Knowledge ◽  
Mathematical Knowledge For Teaching ◽  
Knowledge For Teaching ◽  
Guided Reinvention ◽  
Solution Methods ◽  
Development Course ◽  
Multiple Solution Methods ◽  
Representative Task

As the focus of mathematics education moves from memorization toward reasoning and problem solving, professional development for in-service teachers must model these activities while simultaneously increasing participants' mathematical knowledge. We examine a representative task from a mathematics professional development course that uses rational number operation as an opportunity for problem solving and modeling. Transcripts exemplify the growth teachers make in deeply understanding the content–division of fractions–while engaging in guided reinvention and classroom discourse. We propose 4 interconnected qualities of this task that allow participants to engage in and reflect on the process of guided reinvention: (1) authentic context with multiple solution methods, including visual; (2) cognitive dissonance; (3) deep engagement; and (4) impact on mathematical knowledge for teaching.

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