Examines problems, evolving theories and techniques, examples, problem-centered instruction, curriculum, measuring performance, teaching standards and proposes a field trip to encourage problem solving.
Written in 1999; 3,150 words; 15 sources; $ 111.95
Paper Summary:
In response to unacceptable levels of mathematics achievement in the United States many groups with an interest in the teaching of mathematics have called for reform (Niemi, 1996). The calls for reform are based on recent advances in cognitive theory that call for a more constructivist view of learning (Wood & Sellers, 1996).
From the Paper:
"In response to unacceptable levels of mathematics achievement in the United States many groups with an interest in the teaching of mathematics have called for reform (Niemi, 1996). The calls for reform are based on recent advances in cognitive theory that call for a more constructivist view of learning (Wood & Sellers, 1996). Traditionally, mathematics instruction in the primary grades has consisted of teaching computational skills, drills, and simple word problems. Concepts now included in mathematics curricula are being changed to stress problem-solving skills, but the resources and teaching methods available to primary grade teachers are not keeping current with the new standards. In 1989, the National Council of Teachers of Mathematics (NCTM) began emphasizing the teaching of mathematical concepts and problem solving at all grade levels. In the years ..."
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