id: 06271455
dt: j
an: 2014c.00429
au: Lester, Frank K.jun.
ti: Thoughts about research on mathematical problem-solving instruction.
so: Math. Enthus. 10, No. 1-2, 245-278 (2013).
py: 2013
pu: Information Age Publishing (IAP), Charlotte, NC; University of Montana,
Department of Mathematical Sciences, Missoula, MT
la: EN
cc: D50
ut: problem solving; teaching; proficiencies for teaching; research design;
lesson planning; metacognition; complex mathematical activity; student
activities; teacher role; classroom observation; problem posing;
research agenda; prolonged engagement principle; task variety
principle; complexity principle; systematic organization principle;
multiple roles for the teacher principle; group interaction principle;
assessment principle
ci:
li: http://www.math.umt.edu/tmme/vol10no1and2/10-Lester%20_pp245_278.pdf
ab: Summary: In this article, the author, who has written extensively about
mathematical problem solving over the past 40 years, discusses some of
his current thinking about the nature of problem-solving and its
relation to other forms of mathematical activity. He also suggests
several proficiencies teachers should acquire in order for them to be
successful in helping students become better problem solvers and
presents a framework for research on problem-solving instruction. He
closes the article with a list of principles about problem-solving
instruction that have emerged since the early 1970s.
rv: