Innovation in Curriculum: Fostering Student Discourse: Don't Ask Me! I'm Just the Teacher!

2001 ◽  
Vol 7 (4) ◽  
pp. 218-221
Author(s):  
Jeffrey A. Frykholm ◽  
Mary E. Pittman
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Middle Grades ◽  
Learning Theories ◽  
Significant Shift ◽  
Mathematical Communication ◽  
The Past ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
Mathematics Curricula

Throughout the past several years, middle-grades mathematics curricula have undergone a significant shift. Recently developed curriculum programs based on both recommendations of the NCTM and contemporary learning theories now emphasize problem solving, critical thinking, mathematical connections, and mathematical communication in ways that they did not before. As these powerful curriculum programs continue to find a stronghold in our middle schools, new implications and roles for both teachers and students are becoming clear.

Guiding Young Children in Successful Problem Solving

1982 ◽  
Vol 29 (5) ◽  
pp. 15-17
Author(s):  
Kil S. Lee
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Conference Report ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Skills ◽  
The Past ◽  
Mathematics Educators ◽  
Mathematics Curricula

In the past twenty years, problem solving has received much attention from mathematics educators. Inclusion of imaginative problems in school mathematics curricula was recommended in the 1963 Cambridge Conference report. Problem solving was the first of the ten basic mathematical skills identified by the National Council of Supervisors of Mathematics in 1976 and the position of the NCSM was endorsed by the National Council of Teachers of Mathematics in 1978. “That problem solving be the focus of school mathematics in the 1980s” is the first of eight recommendations expressed in An Agenda for Action: Recommendations for School Mathematics of the 1980s published by the NCTM.

Implementing The Standards: Students' Microcomputer-Aided Exploration in Geometry

1990 ◽  
Vol 83 (8) ◽  
pp. 628-635
Author(s):  
Daniel Chazan
Keyword(s):  
High School ◽  
Problem Solving ◽  
Mathematical Structure ◽  
School Mathematics ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Mathematical Connections ◽  
Teachers And Students ◽  
K 12

Four important themes presented in the K–12 Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989) are mathematics as problem solving, mathematics as communication, mathematics as reasoning, and mathematical connections. The high school component also stresses mathematical structure. Furthermore, the Standards calls for new roles for teachers and students and suggests that microcomputer technology can help support teachers and students in taking on these new roles.

Gregory Interpolation: A Trick for Problem Solvers from Out of the Past

1983 ◽  
Vol 76 (5) ◽  
pp. 323-325
Author(s):  
Calvin T. Long
Keyword(s):  
Problem Solving ◽  
The Past ◽  
Successful Student ◽  
Teachers And Students ◽  
Problem Solvers

How to solve it—that's the question! And a very important question it is for today's teachers and students of mathematics. But problem solving has always been at the very heart of mathematics, and the successful student cannot have too many tricks up his or her sleeve to accomplish the task. Suppose you were confronted with any of the following three problems; how would you proceed?

Teaching Toward the Big Ideas of Algebra

2000 ◽  
Vol 6 (4) ◽  
pp. 226-231
Author(s):  
Sonia Woodbury
Keyword(s):  
Problem Solving ◽  
Conceptual Knowledge ◽  
Middle Grades ◽  
Procedural Knowledge ◽  
Conceptual Structure ◽  
Algebraic Manipulation ◽  
Relational Understanding ◽  
The Past ◽  
Starting Point ◽  
Big Ideas

IN WHAT WAYS DO WE WANT MIDDLE-GRADES STUDENTS TO UNDERSTAND ALGEBRA? Hiebert and Carpenter (1992) describe the need for students to gain both procedural knowledge and broadly connected conceptual knowledge to understand mathematics. A knowledge of rules and procedures provides students with tools for efficient problem solving. However, in learning the procedures of algebraic manipulation, for example, students often develop what Skemp (1978) calls an “instrumental understanding” of algebra. He explains, “It is what I have in the past described as ‘rules without reasons,’ without realizing that for many pupils… the possession of such a rule, and the ability to use it, was what they meant by ‘understanding’ ” (p. 9). Skemp contrasts instrumental understanding with “relational understanding,” which “consists of building up a conceptual structure (schema) from which its possessor can (in principle) produce an unlimited number of plans for getting from any starting point within his schema to any finishing point” (p. 14).

scholarly journals Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

2019 ◽  
Author(s):  
Idris Sadri ◽  
Rahmah Fithriani ◽  
Saidurrahman . ◽  
Maryati Salmiah ◽  
Sholihatul Hamidah
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
English Language ◽  
Language Ability ◽  
Teaching English ◽  
Language Competence ◽  
English Reading ◽  
Teachers And Students ◽  
Efl Students ◽  
Increasing Demand

This article outlines the suggestion of critical-thinking and problem-solving into method to teach English reading to Indonesian EFL students. Since both terms could be elusively conceived by broad members of English language teacher or instructor and also the increasing demand of advance English proficiency, it could be perceived that picking up critical-thinking and problem-solving into teaching English reading in the EFL classroom would benefit to both teachers and students’ classroom achievement regarding to their distinguished purposes on the language ability. The study was conducted through reviewing a number of literatures outlining the implementation of the method in teaching English reading in the EFL classrooms. Moreover, the study also investigated the strengths and the weaknesses of the implementation of the method looked up through the vary of variables and cases on its implementation. It could be expected that this article could propose an idea to teaching English more effectively, efficiently, and advancing teachers and students’ level of English language competence

Is Discrete Mathematics the New Math of the Eighties?

1985 ◽  
Vol 78 (5) ◽  
pp. 334-338
Author(s):  
Eric W. Hart
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Basic Skills ◽  
Discrete Mathematics ◽  
The Past ◽  
Mathematics Curricula ◽  
New Math

In the past thirty years a number of trends in mathematics curricula have been observed. We've seen new math, basic skills, problem solving, and, most recently, discrete mathematics. The aim here is to look more closely at discrete mathematics. It is being touted by its proponents as a much needed revolution in mathematics education. With this claim in mind it seems useful to consider simultaneously the last revolution in mathematics education the so-called new math looking for parallels and any possible lessons to be learned.

Beyond the Golden Ratio: A Calculator-Based Investigation

2001 ◽  
Vol 94 (2) ◽  
pp. 138-144
Author(s):  
Peter L. Glidden
Keyword(s):  
Problem Solving ◽  
Mathematical Reasoning ◽  
Golden Ratio ◽  
School Mathematics ◽  
Opportunities To Learn ◽  
Mathematical Communication ◽  
Evaluation Standards ◽  
Mathematical Connections ◽  
Principles And Standards ◽  
Classroom Use

NCTM's Curriculum and Evaluation Standards for School Mathematics (1989) calls for increased emphasis on problem solving, mathematical reasoning, mathematical communication, and mathematical connections. This call is reaffirmed in Principles and Standards for School Mathematics (NCTM 2000). A preferred way of achieving these goals is by having students perform mathematical investigations in which they explore mathematics, search for patterns, and use technology when appropriate. In short, students should be given opportunities to learn mathematics by doing mathematics. Of course, if students are to learn mathematics through investigations, teachers must have a ready supply of such investigations available for classroom use.

Encouraging Mathematical Thinking

1997 ◽  
Vol 3 (1) ◽  
pp. 66-72
Author(s):  
Julianne C. Turner ◽  
Karen Rossman Styers ◽  
Debra G. Daggs
Keyword(s):  
Problem Solving ◽  
Mathematics Instruction ◽  
Middle Grades ◽  
Mathematical Thinking ◽  
Challenging Problem ◽  
The Past ◽  
Past Experiences ◽  
Constructing Meaning

With these words, the NCTM (1989, 65) portrays a dilemma familiar to many middle-grades teachers. Although many teachers strive to involve their students in active and challenging problem-solving activities, students' past experiences may have instilled preconceptions that mathematics is mechanical, uninteresting, or unattainable. In addition, many teachers lack models and examples of how to design mathematics instruction so that it fosters students' engagement. Because the middle grades are crucial years for developing students' future interest in mathematics, middle-grades teachers must take seriously the challenge of presenting mathematics as an exciting discipline that is relevant and accessible to all students. For the past two year, we have been experimenting with approaches that will inte rest students in challenging mathematics while supporting them in constructing meaning.

Problem based learning (PBL) in Organic Chemistry

2018 ◽  
Vol 1 (2) ◽  
pp. 64-69
Author(s):  
Amina Alobaidi
Keyword(s):  
Organic Chemistry ◽  
Critical Thinking ◽  
Problem Solving ◽  
Concept Mapping ◽  
Problem Based Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Problem Solving Skills ◽  
Educational Methods ◽  
Online Communications

Background: PBL appears to answer many concerns regarding educational methods, encourages students to look for new solutions to relevant problems using available knowledge and resources. The process expands students' critical thinking and problem solving skills while enhancing their creative capabilities Objective: To develop a PBL modules for teaching of organic chemistry. Methods: This module was developed for implementation in the curriculum of Chemistry Departments in Colleges of Sciences and Education. This is an innovations to be developed for increasing the wide-ranging abilities of students. A series of strategies which are involved in PBL, concept mapping and online communications, are suggested and discussed in terms of encouraging student-centered learning.  

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