Nctm Problem Solving

Nctm Problem Solving-89
Teachers who get this right create resilient problem solvers who know that with perseverance they can succeed.

Teachers who get this right create resilient problem solvers who know that with perseverance they can succeed.

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Getting unstuck typically takes time and involves trying a variety of approaches. Effective problems: ‘classrooms where the orientation consistently defines task outcomes in terms of the answers rather than the thinking processes entailed in reaching the answers negatively affects the thinking processes and mathematical identities of learners’ (Anthony and Walshaw, 2007, page 122).

Effective teachers model good problem-solving habits for their students.

Learning takes place within social settings (Vygotsky, 1978).

Students construct understandings through engagement with problems and interaction with others in these activities.

It is through talking about problems and discussing their ideas that children construct knowledge and acquire the language to make sense of experiences.

Students acquire their understanding of mathematics and develop problem-solving skills as a result of solving problems, rather than being taught something directly (Hiebert1997).The teacher’s role is to construct problems and present situations that provide a forum in which problem-solving can occur.Our students live in an information and technology-based society where they need to be able to think critically about complex issues, and “analyze and think logically about new situations, devise unspecified solution procedures, and communicate their solution clearly and convincingly to others” (Baroody, 1998).Problem-solving in mathematics supports the development of: Problem-solving should underlie all aspects of mathematics teaching in order to give students the experience of the power of mathematics in the world around them.This method allows students to see problem-solving as a vehicle to construct, evaluate, and refine their theories about mathematics and the theories of others.These include recognition of the developmental aspects of learning and the essential fact that students actively engage in learning mathematics through Children arrive at school with intuitive mathematical understandings.A teacher needs to connect with and build on those understandings through experiences that allow students to explore mathematics and to communicate their ideas in a meaningful dialogue with the teacher and their peers.Mathematics education is important not only because of the “gatekeeping role that mathematics plays in students’ access to educational and economic opportunities,” but also because the problem-solving processes and the acquisition of problem-solving strategies equips students for life beyond school (Cobb, & Hodge, 2002).The importance of problem-solving in learning mathematics comes from the belief that mathematics is primarily about reasoning, not memorization.Through these social interactions, students feel that they can take risks, try new strategies, and give and receive feedback.They learn cooperatively as they share a range of points of view or discuss ways of solving a problem.

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