
06271455
j
2014c.00429
Lester, Frank K.jun.
Thoughts about research on mathematical problemsolving instruction.
Math. Enthus. 10, No. 12, 245278 (2013).
2013
Information Age Publishing (IAP), Charlotte, NC; University of Montana, Department of Mathematical Sciences, Missoula, MT
EN
D50
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
http://www.math.umt.edu/tmme/vol10no1and2/10Lester%20_pp245_278.pdf
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 problemsolving 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 problemsolving instruction. He closes the article with a list of principles about problemsolving instruction that have emerged since the early 1970s.