Problem Solving in the Mathematics Curriculum: From Domain-General Strategies to Domain-Specific Tactics

Autor/in	Foster, Colin
Titel	Problem Solving in the Mathematics Curriculum: From Domain-General Strategies to Domain-Specific Tactics
Quelle	In: Curriculum Journal, 34 (2023) 4, S.594-612 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster, Colin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.213
Schlagwörter	Problem Solving; Mathematics Curriculum; Definitions; Learning Strategies; Mathematics Instruction; Sequential Approach + Suchen Sie Ihr Suchwort? Problemlösen; Begriffsbestimmung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematics lessons; Mathematikunterricht; Schrittfolge
Abstract	Problem solving is widely regarded as a fundamental feature within the school mathematics curriculum. However, there is considerable disagreement over what exactly problem solving is, and if and how it can be taught. In this article, I define problems as non-routine tasks and propose the explicit teaching of domain-specific problem-solving tactics that are applicable over narrow ranges of mathematical content. This is in contrast to the widespread practice of attempting to teach domain-general strategies that are supposedly applicable across diverse content areas. The proposed approach here systematically introduces students to a well-defined set of high-leverage content-specific tactics, presented in a purposeful order and taught explicitly through the use of carefully chosen problems which those tactics dramatically unlock. I argue that this sequenced approach to teaching problem-solving addresses concerns widely reported about the apparent unteachability of domain-general problem-solving strategies and has the potential to enable all students to benefit from a powerful problem-solving mathematics curriculum. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01