Is Problem Solving in Middle School Mathematics “Normal”?

1999 ◽  
Vol 31 (1) ◽  
pp. 41-47 ◽  
Author(s):  
A. Susan Gay
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Mathematics ◽  
School Mathematics

Expanding participation in problem solving in a diverse middle school mathematics classroom

2010 ◽  
Vol 22 (1) ◽  
pp. 91-118 ◽  
Author(s):  
Keith Weber ◽  
Iuliana Radu ◽  
Mary Mueller ◽  
Arthur Powell ◽  
Carolyn Maher
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Mathematics Classroom ◽  
Middle School Mathematics ◽  
School Mathematics

Flower Beds and Landscape Consultants: Making Connections in Middle School Mathematics

1995 ◽  
Vol 1 (5) ◽  
pp. 364-367
Author(s):  
Jim Hersberger ◽  
Bill Frederick
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Elementary Education ◽  
Middle School Mathematics ◽  
School Mathematics

For several years, the following problem has been presented in algebra and calculus classes, elementary education classes, and inservice sessions on problem solving:

Walking through Space: A New Approach for Teaching Functions

2005 ◽  
Vol 11 (1) ◽  
pp. 12-17
Author(s):  
Mindy S. Kalchman
Keyword(s):  
Middle School ◽  
Problem Solving ◽  
Middle School Mathematics ◽  
School Mathematics ◽  
Visual Images ◽  
Numerical Representation ◽  
Spatial Cues ◽  
New Approach ◽  
School Grades ◽  
Visual Learners

Curricula in the middle school grades often overlook the fact that functions have spatial qualities that students can easily recognize and interpret. This oversight is critical; the visual images associated with the spatial aspects of mathematics may be the gateway to success for many visual learners who are at a loss when faced with the traditionally numerical focus of middle school mathematics. For example, a table of values is a numerical representation that is used primarily for recording and storing coordinate pairs after they have been calculated by plugging values into an equation. However, a table of values is also rich with spatial cues that speak to the shape (straight or curved), direction (increasing or decreasing), and steepness of a function's line or curve. Recognizing, interpreting, and understanding these cues allow students to develop important reasoning skills that are embedded in many of the NCTM's Standards for communication and problem solving.

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