Toward the problem-centered classroom: Trends in mathematical problem solving in Japan.

Autor/in	Hino, Keiko
Titel	Toward the problem-centered classroom: Trends in mathematical problem solving in Japan.
Quelle	In: ZDM : mathematics education, 39 (2007) 5-6, S. 503-514 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-007-0052-1
Schlagwörter	Forschung; Problemlösen; Geschichte (Histor); Mathematikunterricht; Mathematisches Denken; Bewertung; Praxis
Abstract	In this paper, I summarize the influence of mathematical problem solving on mathematics education in Japan. During the 1980-1990s, many studies had been conducted under the title of problem solving, and, therefore, even until now, the curriculum, textbook, evaluation and teaching have been changing. Considering these, it is possible to identify several influences. They include that mathematical problem solving helped to (1) enable the deepening and widening of our knowledge of the students' processes of thinking and learning mathematics, (2) stimulate our efforts to develop materials and effective ways of organizing lessons with problem solving, and (3) provide a powerful means of assessing students' thinking and attitude. Before 1980, we had a history of both research and practice, based on the importance of mathematical thinking. This culture of mathematical thinking in Japanese mathematics education is the foundation of these influences.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/1