Pennies from Heaven—Nickels from Where?

1997 ◽  
Vol 3 (3) ◽  
pp. 240-248
Author(s):  
Gary D. Kader ◽  
Mike Perry
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Statistical Problem ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Problem Solving Process

Major efforts to increase the attention that statistics receives in school mathematics have been under way since the appearance of NCTM's Curriculum and Evaluation Standards for School Mathematics (1989). The issue is what and how statistics should be integrated into the mathematics curriculum. The Standards promote the notion that students should be involved in all phases of statistical investigations and problem solving rather than focus on calculation and technique. Figure 1 proposes a model (Kader and Perry 1994) that displays the five components of the statistical problem-solving process.

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.

What Is in the Daily News? Problem-Solving Opportunities!

1999 ◽  
Vol 5 (7) ◽  
pp. 390-394
Author(s):  
Robyn Silbey
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Daily News ◽  
Evaluation Standards ◽  
Mathematical Ideas ◽  
The Everyday ◽  
Everyday World ◽  
Real World Problems

In An Agenda for Action, the NCTM asserted that problem solving must be at the heart of school mathematics (1980). Almost ten years later, the NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) stated that the development of each student's ability to solve problems is essential if he or she is to be a productive citizen. The Standards assumed that the mathematics curriculum would emphasize applications of mathematics. If mathematics is to be viewed as a practical, useful subject, students must understand that it can be applied to various real-world problems, since most mathematical ideas arise from the everyday world. Furthermore, the mathematics curriculum should include a broad range of content and an interrelation of that content.

The Patchwork Quilt: A Context for Problem Solving

1992 ◽  
Vol 40 (4) ◽  
pp. 199-203
Author(s):  
Deborah A. Carey
Keyword(s):  
Children's Literature ◽  
Problem Solving ◽  
Real World ◽  
Mathematics Curriculum ◽  
Children’S Literature ◽  
School Mathematics ◽  
Evaluation Standards ◽  
New Concepts ◽  
Patchwork Quilt

A mathematics curriculum that focuses on problem solving needs relevant, challenging problems for students to solve. The most engaging problems initially emerge from real-world contexts and offer opportunities for extensions that are limited only by the problem-solving abilities of the students. As suggested by the NCfM's Curriculum and Evaluation Standards for School Mathematics (1989), students learn new concepts and skills through problem-solving experiences. Therefore, selecting appropriate contexts that offer opportunities for problem solving and from which students can generate problems is critical. This article discusses how one piece of children's Literature be used to develop appropriate problem solving tasks.

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

One point of view: Stop the Bandwagon I Want Off

1981 ◽  
Vol 28 (8) ◽  
pp. 2
Author(s):  
Jeremy Kilpatrick
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics

The 1980s, so we are told, are to be the decade of “problem solving.” Ready or not, we are apparently destined to have problem solving as the “focus” of school mathematics for the next ten years or so. Toward this goal, the NCTM's An Agenda for Action recommends the organization of the mathematics curriculum around problem solving. How can one argue with such a sensible agenda?

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.

One Point of View: Reclaiming School Mathematics

1990 ◽  
Vol 37 (8) ◽  
pp. 4-5
Author(s):  
Portia Elliott
Keyword(s):  
Mathematics Education ◽  
Mathematics Curriculum ◽  
Point Of View ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Design Change

The framers of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) call for a radical “design change” in all aspects of mathematics education. They believe that “evaluation is a tool for implementing the Standards and effecting change systematically” (p. 189). They warn, however, that “without changes in how mathematics is assessed, the vision of the mathematics curriculum described in the standards will not be implemented in classrooms, regardless of how texts or local curricula change” (p. 252).

Transition Boards: A Good Idea Made Better

1991 ◽  
Vol 38 (5) ◽  
pp. 4-8
Author(s):  
John T. Sutton ◽  
Tonya D. Urbatsch
Keyword(s):  
Conceptual Understanding ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Addition And Subtraction ◽  
School Mathematics Curriculum

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) recognizes that addition and subtraction computations remain an important part of the school mathematics curriculum and recommends that the emphasis be shifted to the understanding of concepts. Transition boards are simple devices to aid students' conceptual understanding.

Applying Number Sense to Problem Solving

1989 ◽  
Vol 36 (6) ◽  
pp. 22-25
Author(s):  
Barbara J. Dougherty ◽  
Terry Crites
Keyword(s):  
Problem Solving ◽  
Classroom Practice ◽  
Number Sense ◽  
School Mathematics ◽  
Mathematics Program ◽  
Problem Solving Process

NCTM's Commission on Standards for School Mathematics (1987) has identified problem solving and number sense as important components of an effective mathematics program. This emphasis is generating attempts to understand the problem-solving process better and to incorporate the results into classroom practice. In keeping with the thrust, this article discusses the interrelationships between problem solving and number sense in light of difficulties experienced by students participating in the problem-solving process.

Activities: Extending Problem-Solving Skills

1985 ◽  
Vol 78 (1) ◽  
pp. 36-44
Author(s):  
Robert A. Laing
Keyword(s):  
Problem Solving ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
Problem Solving Skills ◽  
Technological Society ◽  
K 12

Introduction: Recognizing that the mathematics curriculum in grades K-12 must include more than the concepts and skills of mathematics to prepare students to be productive and contributing members of a rapidly changing technological society, the Agenda for Action (NCTM 1980, 3, 4) recommends that problem solving be the focus of school mathematics in the 1980s.

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