King, Maxwell S. (2005) Implementing problem solving in the intermediate mathematics classroom. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
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A common definition of problem solving, a problem for which a procedure or algorithm is not initially known, emerges from the reviewed literature and its implications and application for the intermediate mathematics class are explored. Traditionally in Atlantic Canada, problem solving has not been implemented in the manner outlined in curriculum documents such as those developed from the standards established by the National Council of Teachers of Mathematics (NCTM). While the teaching of skills and strategies is important, in order to develop mathematical thinkers, teachers should consider using problem solving as a part of the classroom practice to assist in the development of mathematical thinkers. Unfortunately, many teachers at the interim are uncomfortable in using problem solving activities in the classroom. The literature identifies several aspects of successful problem solving environments that should be integrated into the mathematics classroom. Communication, both verbal and written, is an important component of the problem solving process as it provides students the opportunity to see alternate solutions and strategies as well as time to reflect on the problem solving process. Changes are suggested to offer some direction on the growing of 'best practices' for the integration of problem solving in the mathematics classroom.
|Item Type:||Thesis (Masters)|
|Additional Information:||Bibliography: leaves 41-44.|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Problem solving--Study and teaching (Middle school)--Atlantic Provinces.|
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