id: 06271447
dt: j
an: 2014c.00442
au: Lesh, Richard; English, Lyn; Riggs, Chanda; Sevis, Serife
ti: Problem solving in the primary school (K-2).
so: Math. Enthus. 10, No. 1-2, 35-60 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D52
ut: problem solving; primary education; learning; mathematical model building;
concept formation; mathematical abilities; developmentally
appropriateness; real life mathematics; collaborative work; student
activities; self-assessment; metacognition; problem-solving strategies;
sociocultural aspects; model development activities; curriculum; common
core standards
ci:
li: http://eprints.qut.edu.au/57631/
ab: Summary: This article focuses on problem solving activities in a first
grade classroom in a typical small community and school in Indiana.
But, the teacher and the activities in this class were not at all
typical of what goes on in most comparable classrooms; and, the issues
that will be addressed are relevant and important for students from
kindergarten through college. Can children really solve problems that
involve concepts (or skills) that they have not yet been taught? Can
children really create important mathematical concepts on their own ‒
without a lot of guidance from teachers? What is the relationship
between problem solving abilities and the mastery of skills that are
widely regarded as being “prerequisites” to such tasks? Can primary
school children (whose toolkits of skills are limited) engage
productively in authentic simulations of “real life” problem
solving situations? Can three-person teams of primary school children
really work together collaboratively, and remain intensely engaged, on
problem solving activities that require more than an hour to complete?
Are the kinds of learning and problem solving experiences that are
recommended (for example) in the USA’s common core state curriculum
standards really representative of the kind that even young children
encounter beyond school in the 21st century? \dots This article offers
an existence proof showing why our answers to these questions are: Yes.
Yes. Yes. Yes. Yes. Yes. And: No. \dots Even though the evidence we
present is only intended to demonstrate what’s possible, not what’s
likely to occur under any circumstances, there is no reason to expect
that the things that our children accomplished could not be
accomplished by average ability children in other schools and
classrooms.
rv: