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Is problem solving teachable?
The development of the discipline of mathematics through its long history has been characterized by solving problems. Currently, many contemporary curricula place problem solving as a central feature of school mathematics learning, and indicate that the capacity to put mathematics to use in routine and novel situations is a vital outcome of schooling. However, such documents rarely indicate how to teach problem solving, but seem to assume that it is possible to do so. This raises the important question: Is problem solving teachable? In this preface for the plenary panel I recount a personal experience with problem solving in order to provoke some questions about the teaching and learning of problem solving.
History
Publication title
Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics EducationEditors
C Csíkos, A Rausch, J SzitányiPagination
69–74ISSN
0771-100XDepartment/School
Faculty of EducationPublisher
International Group for the Psychology of Mathematics EducationPlace of publication
HungaryEvent title
40th Conference of the International Group for the Psychology of Mathematics Education (PME40)Event Venue
Szeged, HungaryDate of Event (Start Date)
2016-08-03Date of Event (End Date)
2016-08-07Repository Status
- Restricted