
06271463
j
2014c.00431
Zawojewski, Judith S.
Magiera, Marta T.
Lesh, Richard
A proposal for a problemdriven mathematics curriculum framework.
Math. Enthus. 10, No. 12, 469506 (2013).
2013
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D50
D30
problem solving
curriculum framework
technology
mathematical model building
modeleliciting activities
student activities
learning
local concept development
sociocultural aspects
small groups
reallife problems
dynamic representational system
learning progress map
educational diagnosis
achievement measurement
analysis of learning outcomes
http://www.math.umt.edu/tmme/vol10no1and2/18Zawojewskiet%20al_pp469_506.pdf
Summary: A framework for a problemdriven mathematics curriculum is proposed, grounded in the assumption that students learn mathematics while engaged in complex problemsolving activity. The framework is envisioned as a dynamic technologicallydriven multidimensional representation that can highlight the nature of the curriculum (e.g., revealing the relationship among modeling, conceptual, and procedural knowledge), can be used for programmatic, classroom and individual assessment, and can be easily revised to reflect ongoing changes in disciplinary knowledge development and important applications of mathematics. The discussion prompts ideas and questions for future development of the envisioned software needed to enact such a framework.