id: 06675741
dt: a
an:
au: Lester, Frank K. jun; Cai, Jinfa
ti: Can mathematical problem solving be taught? Preliminary answers from 30
years of research.
so: Felmer, Patricio (ed.) et al., Posing and solving mathematical problems.
Advances and new perspectives. Cham: Springer (ISBN
978-3-319-28021-9/hbk; 978-3-319-28023-3/ebook). Research in
Mathematics Education, 117-135 (2016).
py: 2016
pu: Cham: Springer
la: EN
cc: D50 D30 D20
ut: problem solving; problem posing; successful problem solver; teaching
through problem solving; assessment; instructional tasks; classroom
discourse; beliefs; liecal project; problem-based curriculum
ci:
li: doi:10.1007/978-3-319-28023-3_8
ab: Summary: In this chapter, the authors note that during the past 30 years
there have been significant advances in our understanding of the
affective, cognitive, and metacognitive aspects of problem solving in
mathematics and there also has been considerable research on teaching
mathematical problem solving in classrooms. However, the authors point
out that there remain far more questions than answers about this
complex form of activity. The chapter is organized around six
questions: (1) Should problem solving be taught as a separate topic in
the mathematics curriculum or should it be integrated throughout the
curriculum? (2) Doesnâ€™t teaching mathematics through problem require
more time than more traditional approaches? (3) What kinds of
instructional activities should be used in teaching through problems?
(4) How can teachers orchestrate pedagogically sound, problem solving
in the classroom? (5) How can productive beliefs toward mathematical
problem solving be nurtured? (6) Will students sacrifice basic skills
if they are taught mathematics through problem solving?
rv: