Full Description
Originally published in 1988, this volume is the product of one of four NCTM Research Agenda Project conferences held during 1987. The topics of teaching and evaluating problem solving are high interest topics for teachers, teacher educators, curriculum developers, and administrators. Since 1980, many educators as a result of in-service programs, changes in curriculum guidelines, and changes in textbooks, had come to accept the important role problem solving can play in the curriculum and were interested in ways of improving their instructional programs. Research related to problem solving over the previous ten years had focused almost exclusively on analyses and characterizations of problem-solving competence and performance. Very little research had been conducted on issues more closely concerned with teaching and assessing problem solving.
The major purposes of this monograph were to bring to the attention of researchers the need for coordinated and collaborative research efforts related to teaching and assessing problem solving and to hopefully influence the beliefs, methodologies, and perspectives that would be used in conceptualizing this research.
The papers here served as a start in building a research agenda for the teaching and assessment of mathematical problem solving. The hope was that the ideas presented here would lead to abundant research activities with results that ultimately influenced practice in the schools. Today it can be read in its historical context.
Contents
Preface. Series Foreword J.T. Sowder. 1. Historical Perspectives on Problem Solving in the Mathematics Curriculum G. M. A. Stanic & J. Kilpatrick 2. For the Study of Mathematics Epistemology J. G. Greeno 3. Treating Mathematics as an Ill-Structured Discipline L. B. Resnick 4. Problem Solving as Everyday Practice J. Lave, S. Smith & M. Butler 5. Problem Solving in Context(s) A.H. Schoenfeld 6. Metacognition: On the Importance of Understanding What You Are Doing J. C. Campione, A. L. Brown & M. L. Connell 7. Reflections About Mathematical Problem-Solving Research F. K. Lester, Jr. 8. Uses of Macro-Contexts to Facilitate Mathematical Thinking J. Bransford, T. Hasselbring, B. Barron, S. Kulewicz, J. Littlefield & L. Goin 9. Choosing Operations in Solving Routine Story Problems L. Sowder 10. Assessing Problem Solving: A Short-Term Remedy and a Long-Term Solution S. P. Marshall 11. Testing Mathematical Problem Solving E. A. Silver & J. Kilpatrick 12. Teaching as Problem Solving T. P. Carpenter 13. Teaching Mathematical Problem Solving: Insights From Teachers and Tutors R. J. Shavelson, N. M. Webb, C. Stasz & D. McArthur 14. Learning to Teach Mathematical Problem Solving: Changes in Teachers' Conceptions and Beliefs A. G. Thompson 15. Preparing Teachers to Teach Mathematical Problem Solving N. Noddings 16. Teacher Education and Mathematical Problem Solving: Some Issues and Directions R. I. Charles 17. Teaching and Assessing Mathematical Problem Solving: Toward a Research Agenda E. A. Silver. Participants.
