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| Autor/in | Schoenfeld, Alan H. |
|---|---|
| Titel | Theoretical and Pragmatic Issues in the Design of Mathematical "Problem Solving" Instruction. |
| Quelle | (1983), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Stellungnahme; College Mathematics; Critical Thinking; Educational Theories; Higher Education; Mathematics Education; Mathematics Instruction; Problem Solving; Teaching Methods |
| Abstract | This paper considers the nature of "understanding" in mathematics, and of instruction designed to foster it. The first part is theoretical, presenting an argument that there are (at least) three qualitatively different components to competent mathematical performance: (1) possession of the appropriate set of cognitive "resources," (2) the ability to select appropriately from the resources potentially at one's disposal, and use them with some efficiency (i.e., good "control" behavior), and (3) possession of a "mathematical perspective" that establishes the context within which resources are selected and used. Examples are given to show that the absence of any of these can cause failure in students. The second part is practical, and the focus turns to "positive" behavior. Suggestions are made for (1) solidifying resources including a focus on representations and the use of heuristic strategies, (2) inducing more efficient "control" behaviors, and (3) uncovering inappropriate (anti-mathematical) perspectives in students, and working towards replacing them with perspectives that support the development and utilization of mathematical skills. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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