Problem solving and working mathematically: An Australian perspective.

Autor/inn/en	Clarke, David; Goos, Merrilyn; Morony, Will
Titel	Problem solving and working mathematically: An Australian perspective.
Quelle	In: ZDM : mathematics education, 39 (2007) 5-6, S. 475-490 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-007-0045-0
Schlagwörter	Forschung; Problemlösen; Curriculumentwicklung; Mathematikunterricht; Bewertung
Abstract	This article reviews "problem solving" in mathematics in Australia and how it has evolved in recent years. In particular, problem solving is examined from the perspectives of research, curricula and instructional practice, and assessment. We identify three key themes underlying observed changes in the research agenda in Australia in relation to problem solving: Obliteration, maturation and generalisation. Within state mathematics curricula in Australia, changes in the language and construction of the curriculum and in related policy documents have subsumed problem solving within the broader category of working mathematically. In relation to assessment, research in Australia has demonstrated the need for alignment of curriculum, instruction and assessment, particularly in the case of complex performances such as mathematical problem solving. Within the category of working mathematically, recent Australian curriculum documents appear to accept an obligation to provide both standards for mathematical problem solving and student work samples that illustrate such complex performances and how they might be assessed.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2010/1