A Problem with Problem Solving: Teaching Thinking without Teaching Knowledge

Autor/in	Carson, Jamin
Titel	A Problem with Problem Solving: Teaching Thinking without Teaching Knowledge
Quelle	In: Mathematics Educator, 17 (2007) 2, S.7-14 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1062-9017
Schlagwörter	Problem Solving; Thinking Skills; Theory Practice Relationship; Heuristics; Models; Conventional Instruction; Textbooks; Mathematics Education + Suchen Sie Ihr Suchwort? Problemlösen; Denkfähigkeit; Theorie-Praxis-Beziehung; Heuristik; Analogiemodell; Textbook; Text book; Schulbuch; Lehrbuch; Mathematische Bildung
Abstract	Problem solving theory and practice suggest that thinking is more important to solving problems than knowledge and that it is possible to teach thinking in situations where little or no knowledge of the problem is needed. Such an assumption has led problem solving advocates to champion "content-less heuristics" as the primary element of problem solving while relegating the "knowledge base" and the "application of concepts" or "transfer" to secondary status. In the following theoretical analysis, it will be argued that the knowledge base and transfer of knowledge--not the content-less heuristic--are the most essential elements of problem solving. (Contains 1 table.) (As Provided).
Anmerkungen	Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail: mesaprez@gmail.com; Web site: http://math.coe.uga.edu/Mesa/MESA.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10