How Can Teachers Enable Students to Pose and Solve Problems Using Contexts Within and Outside Mathematics?
Mathematics, problem posing, critical thinking, learning community
This article provides practical direction and example for classroom teachers seeking to teach mathematical problem solving in engaging and meaningful ways. The article is based on a case study experience and demonstrates the power of problem posing for student learning, authentic assessment, teacher transformation, school change. The classroom teacher facilitated the development of a collaborative and active learning community engaged in problems solving real life examples. The significance of this article about teaching young children include a model for facilitating real-life problem based learning in collaborative groups, posing questions and problem solving strategies using manipulatives and dialogue, two complete lessons for classroom use, and greater empowerment, engagement, and ownership of math learning and understanding.
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Citation / Publisher Attribution
International Forum of Teaching and Studies, v. 5, issue 2, p. 5-10
Scholar Commons Citation
Kerekes, Judit; Diglio, Maryann; and King, Kathleen P., "How Can Teachers Enable Students to Pose and Solve Problems Using Contexts Within and Outside Mathematics?" (2009). Leadership, Counseling, Adult, Career and Higher Education Faculty Publications. 173.