Welcome to Our Focus Issue on Problem Solving

2003 ◽  
Vol 96 (8) ◽  
pp. 529
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
Seminal Work ◽  
Strong Case ◽  
School Mathematics Curriculum

THE CALL FOR THIS FOCUS ISSUE BEGAN BY reminding readers that in 1980, the National Council of Teachers of Mathematics made a strong case for including problem solving in the mathematics curriculum. Problem solving was not a new topic at that time—after all, George Pólya published his seminal work, How to Solve It, in 1945. However, the 1980 Agenda for Action publication marked the beginning of a period in mathematics education when the processes of problem solving received specific attention in the school mathematics curriculum. Problem solving became much more than solving word problems.

Problem Solving in the Singapore School Mathematics Curriculum

2019 ◽  
pp. 141-164 ◽  
Author(s):  
Tin Lam Toh ◽  
Chun Ming Eric Chan ◽  
Eng Guan Tay ◽  
Yew Hoong Leong ◽  
Khiok Seng Quek ◽  
...  
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
School Mathematics Curriculum

The fourth operation is not fundamental—fractional numbers and problem solving

1975 ◽  
Vol 22 (1) ◽  
pp. 28-32
Author(s):  
Marilyn J. Zweng
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
Fractional Numbers ◽  
School Mathematics Curriculum

Few topics in the elementary school mathematics curriculum are a greater waste of time than division of fractional numbers. It is seldom used to solve problems, and those problems which children are taught to solve by division of fractional numbers are dealt with just as adequately by resorting to multiplication.

Using a Problem-solving Approach in the Primary Grades

1984 ◽  
Vol 32 (4) ◽  
pp. 11-14
Author(s):  
Patricia F. Campbell
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Young Children ◽  
Mathematics Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
Primary Grades ◽  
National Council ◽  
Primary Level ◽  
Addition And Subtraction

According to the National Council of Teachers of Mathematics (1980), the focus of school mathematics in the 1980s must be on problem solving. Furthermore, computation is to be a tool for problem solving. The importance of problem solving as a goal in mathematics education cannot be disputed; however, the de-emphasis of computation may cause fee lings of uneasiness for many primary-level teachers. These feeling can be accentuated by such statements as “Primary-level curricula contain practically no mathematical problem-olving experiences” (Greenes 1981). Where does this dilemma leave the typical primary-level teacher, given the existing primary mathematics curriculum and the demands from pa rents and school administrators that young children develop a mastery of addition and subtraction?

Power On!: Learning Statistics with Technology

1994 ◽  
Vol 1 (2) ◽  
pp. 130-136
Author(s):  
Gary Kader ◽  
Mike Perry
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Real Data ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Problem Solving Process ◽  
K 12

In its Curriculum and Evaluation Standards for School Mathematics (1989), the National Council of Teachers of Mathematics recommends that the K-12 mathematics curriculum be broadened and designates statistics as an area deserving increased attention. The standards document promotes the concept that statistics be learned through the study of real problems with real data collected by the students. Rather than focus on developing formulas from which answers are simply computed, teachers should present statistics in a coherent fashion and develop the topic as a whole problem-solving process.

Projects: Building Michigan's Capacity for Middle School Mathematics Curriculum Reform

2001 ◽  
Vol 94 (6) ◽  
pp. 522-524
Keyword(s):  
Middle School ◽  
Mathematics Education ◽  
Curriculum Reform ◽  
Mathematics Curriculum ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Collaborative Effort ◽  
Reform Project ◽  
Reform In Mathematics Education ◽  
School Mathematics Curriculum

The Building Michigan's Capacity for Middle School Mathematics Curriculum Reform project is a four-year statewide collaborative effort that is designed to lead the reform in mathematics education within Michigan's middle schools. The project addresses the need for improved achievement in mathematics by students in Michigan and places a high priority on building the mathematics content and pedagogical background of its participating teachers to accomplish that goal.

scholarly journals Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey

2020 ◽  
Vol 13 (2) ◽  
pp. 93-112
Author(s):  
Elif Nur AKKAŞ ◽  
Murat TARHAN ◽  
Ülkü AYVAZ
Keyword(s):  
Mathematics Education ◽  
Primary School ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Process Data ◽  
Five Dimensions ◽  
Primary School Mathematics ◽  
Grade Levels ◽  
Analysis Process ◽  
School Mathematics Curriculum

Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).

Developing Problem-Solving Ability with Multiple-Condition Problems

1982 ◽  
Vol 30 (2) ◽  
pp. 18-21
Author(s):  
Carole E. Greenes ◽  
Linda Schulman
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Educational Program ◽  
School Mathematics ◽  
National Council

Results of the Priorities in School Mathematics (PRISM) survey and recent curricular recommendations by the National Council of Teachers of Mathematics indicate that problem solving should be the focus of mathematics education in this decade. Mathematics programs should be designed to teach students how to apply known skills to the solution of a variety of types of problems. This instruction in problem solving should begin early in a student's educational program.

Ideas About Problem Solving: A Look At Some Psychological Research

1977 ◽  
Vol 25 (2) ◽  
pp. 12-14
Author(s):  
Frank K. Lester
Keyword(s):  
Elementary School ◽  
Problem Solving ◽  
Mathematics Curriculum ◽  
Psychological Research ◽  
School Mathematics ◽  
Elementary School Mathematics ◽  
School Mathematics Curriculum

Those of us who have studied or taught mathematics at any level know that problem solving is at the heart of doing mathematics. In fact, many teachers and mathematicians would agree that doing mathematics is essentially solving problems. Assuming that problem solving is what mathematics is all about, there is no need for me to make a case in support of the increased emphasis that is being placed on problem solving in the elementary school mathematics curriculum.

Activities for Students: Transformations on Data Sets and Their Effects on Descriptive Statistics

2005 ◽  
Vol 99 (3) ◽  
pp. 208-217
Author(s):  
Thomas B. Fox
Keyword(s):  
Mathematics Curriculum ◽  
School Mathematics ◽  
Descriptive Statistics ◽  
Data Sets ◽  
National Council ◽  
Data Set ◽  
Scale Change ◽  
School Mathematics Curriculum

The development of concepts in statistics and functions is an important part of the school mathematics curriculum. Also important is the formulation and verification of mathematical conjectures (National Council of Teachers of Mathematics 2000). This activity asks students to examine the effects on the descriptive statistics of a data set that has undergone either a translation or a scale change. They make conjectures relative to the effects on the statistics of a transformation on a data set. Students then defend their conjectures and deductively verify several of them.

Sign in / Sign up

Export Citation Format

Share Document