Guiding Young Children in Successful Problem Solving

1982 ◽  
Vol 29 (5) ◽  
pp. 15-17
Author(s):  
Kil S. Lee
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Conference Report ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Skills ◽  
The Past ◽  
Mathematics Educators ◽  
Mathematics Curricula

In the past twenty years, problem solving has received much attention from mathematics educators. Inclusion of imaginative problems in school mathematics curricula was recommended in the 1963 Cambridge Conference report. Problem solving was the first of the ten basic mathematical skills identified by the National Council of Supervisors of Mathematics in 1976 and the position of the NCSM was endorsed by the National Council of Teachers of Mathematics in 1978. “That problem solving be the focus of school mathematics in the 1980s” is the first of eight recommendations expressed in An Agenda for Action: Recommendations for School Mathematics of the 1980s published by the NCTM.

The Wonder and Creativity in “Looking Back” at Problem Solutions

1988 ◽  
Vol 81 (6) ◽  
pp. 429-434
Author(s):  
Stanley F. Taback
Keyword(s):  
Problem Solving ◽  
Mathematics Instruction ◽  
Position Paper ◽  
School Mathematics ◽  
National Council ◽  
Mathematical Competence ◽  
Mathematics Educators ◽  
Looking Back

Mathematics educators have always viewed problem solving as a preferential objective of mathematics instruction. It was not, however, until the National Council of Teachers of Mathematics published its position paper An Agenda for Action: Recommendations for School Mathematics of the 1980s that problem solving truly came of age. As its very first recommendation, the Council (1980) directed that “problem solving be the focus of school mathematics in the 1980s” and proclaimed that “performance in problem solving will measure the effectiveness of our personal and national possession of mathematical competence.”

The Writing Process: A Strategy for Problem Solvers

1990 ◽  
Vol 38 (3) ◽  
pp. 35-38
Author(s):  
Margaret I. Ford
Keyword(s):  
Problem Solving ◽  
Word Problems ◽  
Writing Process ◽  
School Mathematics ◽  
Problem Solver ◽  
Educational Progress ◽  
National Assessment ◽  
The Past ◽  
Mathematics Educators ◽  
Problem Solvers

Over the past decade, mathematics educators have promoted problem solving as the goal of school mathematics. Yet in 1987, the National Assessment of Educational Progress revealed that our nation's schoolchildren are still falling short of our goals for their problem solving abilities. Many students dislike word problems in mathematics, and many teachers report feeling frustration and discouragement in helping their students learn how to solve such problems (Ford 1988). What can teachers do to improve students' attitude toward problem solving and to realize the goal of helping students become better problem solver?

1089: An Example of Generating Problems

1984 ◽  
Vol 77 (1) ◽  
pp. 14-19
Author(s):  
Rick N. Blake
Keyword(s):  
Problem Solving ◽  
Mathematics Teacher ◽  
Position Paper ◽  
National Council ◽  
Joint Position ◽  
Mathematical Skills ◽  
Principal Reason

Emphasis on problem solving in mathematics has gained considerable attention in the last few years. A joint position paper on basic mathematical skills by the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics, in the February 1978 Mathematics Teacher, stated that “learning to solve problems is the principal reason for studying mathematics.”

Common Difficulties with Probabilistic Reasoning

1983 ◽  
Vol 76 (8) ◽  
pp. 565-570
Author(s):  
Jack A. Hope ◽  
Ivan W. Kelly
Keyword(s):  
Probabilistic Reasoning ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
The Past ◽  
Probability And Statistics ◽  
Modern Mathematics

In the past two decades several influential organizations, including the National Council of Supervisors of Mathematics (1978), NACOME (1975), UNESCO (1972), CEEB (1959), and the Cambridge Conference on School Mathematics (1963), have acknowledged the role that probability and statistics play in our society. Consequently, each has recommended that probability and statistics be included as part of the modern mathematics curriculum.

Welcome to Our Focus Issue on Problem Solving

2003 ◽  
Vol 96 (8) ◽  
pp. 529
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Word Problems ◽  
Mathematics Curriculum ◽  
School Mathematics ◽  
National Council ◽  
Seminal Work ◽  
Strong Case ◽  
School Mathematics Curriculum

THE CALL FOR THIS FOCUS ISSUE BEGAN BY reminding readers that in 1980, the National Council of Teachers of Mathematics made a strong case for including problem solving in the mathematics curriculum. Problem solving was not a new topic at that time—after all, George Pólya published his seminal work, How to Solve It, in 1945. However, the 1980 Agenda for Action publication marked the beginning of a period in mathematics education when the processes of problem solving received specific attention in the school mathematics curriculum. Problem solving became much more than solving word problems.

Book Review: A Review of The New Math: A Political History

2016 ◽  
Vol 47 (4) ◽  
pp. 420-422
Author(s):  
James Fey
Keyword(s):  
History Of Mathematics ◽  
School Mathematics ◽  
American Education ◽  
Historical Knowledge ◽  
Reform School ◽  
Mathematics Educators ◽  
History Of ◽  
Mathematics Curricula ◽  
New Math

For mathematics educators of a certain age or those with particular expertise in the history of mathematics education, the appearance of a book that purports to describe, analyze, and explain the “new math” movement of the 1950s and 1960s quite reasonably prompts the question: What else could possibly be said about that iconic era? Others with less experience in or historical knowledge of the field might pass on the book because they are only vaguely aware of the new math as a longago and thoroughly discredited effort to reform school mathematics curricula and teaching. However, I think mathematics educators in both groups–knowledgeable veterans and newcomers to the field–will find Christopher J. Phillips's retelling of the new math story a fascinating read that is filled with timeless insights into the academic and political dynamics of school mathematics and, more broadly, American education.

Some number concepts of disadvantaged children

1965 ◽  
Vol 12 (5) ◽  
pp. 359-361
Author(s):  
M. E. Dunkley
Keyword(s):  
Curriculum Development ◽  
Difficult Problem ◽  
School Mathematics ◽  
Study Group ◽  
Number Concepts ◽  
Disadvantaged Children ◽  
The Past ◽  
Mathematics Educators ◽  
Average Students ◽  
And Mathematics

In the past decade efforts to improve school mathematics in this country have been devoted primarily to programs for average and above average students. The more difficult problem of curricula for below average achievers in mathematics has always been with us, and now we seem to have made enough progress and gained enough experience to tackle this problem. The School Mathematics Study Group held a conference in April, 1964, to acquaint a representative group of mathematicians and mathematics educators who bad worked on curriculum projects with some of the problems associated with below average acbievement.2 The conference made several recommendations for experimentation and curriculum development.

Integrating Manipulatives and Computers in Problem-Solving Experiences

1990 ◽  
Vol 38 (2) ◽  
pp. 8-10
Author(s):  
Sue Brown
Keyword(s):  
Problem Solving ◽  
Group Work ◽  
Mathematics Instruction ◽  
School Mathematics ◽  
National Council ◽  
Evaluation Standards ◽  
Mathematics Standards ◽  
Good Mathematics Instruction ◽  
K 12

In 1980, the National Council of Teachers of Mathematics stated that “problem solving must be the focus of school mathematics.” In 1989 the Council reaffirmed that belief with the Curriculum and Evaluation Standards for School Mathematics (Standards). Standard 1 for grades K–12 is “Mathematics as Problem Solving.” The Standards also asserts that “a computer should be available in every classroom for demonstration purposes, and every student should have access to a computer for individual and group work.” Also according to the Standards, “manipulative materials are necessary for good mathematics instruction.” In a typical classroom, problem solving may be taught, manipulative materials may be used, or students may be working at a computer. These functions, however, are usually completed as disjoint activities. Integrating these activities is possible, and this article illustrates how it can be done.

Using a Problem-solving Approach in the Primary Grades

1984 ◽  
Vol 32 (4) ◽  
pp. 11-14
Author(s):  
Patricia F. Campbell
Keyword(s):  
Mathematics Education ◽  
Problem Solving ◽  
Young Children ◽  
Mathematics Curriculum ◽  
School Administrators ◽  
Mathematical Problem ◽  
Primary Grades ◽  
National Council ◽  
Primary Level ◽  
Addition And Subtraction

According to the National Council of Teachers of Mathematics (1980), the focus of school mathematics in the 1980s must be on problem solving. Furthermore, computation is to be a tool for problem solving. The importance of problem solving as a goal in mathematics education cannot be disputed; however, the de-emphasis of computation may cause fee lings of uneasiness for many primary-level teachers. These feeling can be accentuated by such statements as “Primary-level curricula contain practically no mathematical problem-olving experiences” (Greenes 1981). Where does this dilemma leave the typical primary-level teacher, given the existing primary mathematics curriculum and the demands from pa rents and school administrators that young children develop a mastery of addition and subtraction?

Yes, Another Handbook and Why You Might Want to Read This One

2019 ◽  
Vol 50 (2) ◽  
pp. 210-213
Author(s):  
Cynthia W. Langrall
Keyword(s):  
Secondary School ◽  
Statistical Information ◽  
School Mathematics ◽  
Quantitative Literacy ◽  
National Council ◽  
Life Skill ◽  
High School Mathematics ◽  
Statistical Literacy ◽  
Grade Levels ◽  
Mathematics Curricula

In today's world, data and statistical information permeate our lives, making it imperative that we educate students to be statistically literate. Statistical literacy is the ability to read and interpret statistical information to make informed decisions about events under conditions of uncertainty. Recently, the National Council of Teachers of Mathematics (NCTM) published a document, Catalyzing Change in High School Mathematics: Initiating Critical Conversations (2018), in which it proposed statistics as one of four essential content domains in secondary school mathematics and acknowledged quantitative literacy—the ability to reason both statistically and numerically—as a crucial life skill for all students. For a number of years, statistics has been an important content strand across grade levels in the school mathematics curricula of many countries. Thus, it is understandable that students and even teachers might perceive statistics simply as another topic in mathematics.

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