Read at least two articles in one of the mathematics education peer-reviewed journals ( for...

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Read at least two articles in one of the mathematics education peer-reviewed journals ( for instance, mathematics teaching in the middle grade, mathematics teacher, school science and mathematics, journal for research in mathematics education, middle grades journal,etc) each article should be at least 4 pages long. hand in a copy of the articles which you read, along with this problem set.based on a synthesis of the content from these two articles, write a paper (4 to 6 double space pages) on at least one of the following topics:1. Discuss problem solving from a historical perspective, how has it changed over the years?2. Discuss problem solving as it pertains to another discipline(science, art, history, etc).3. Discuss ways in which new concept can be introduced via problem solving.4. Discuss the role of the problem solving in Common Core State Standards.5. Discuss methods for assessing problem solving ability and progress using the Common Core State Standards.
Indicate at the beginning of the paper which of these topic(s) you are addressing. Do not include articles which do not address any of the above topics.

David · Accepted Answer

Discuss problem solving from a historical perspective, how has it changed over the years?

What Is A 'Problem-Solving Approach'? 
As the emphasis has shifted from teaching problem solving to teaching via problem 
solving, many writers have attempted to  clarify what is meant by a problem-solving
 
approach to teaching mathematics. The focus is on teaching mathematical   topics
  
through  problem-solving  contexts  and  enquiry-oriented  environments which are
  
characterised  by the teacher 'helping students construct a deep understanding of
  
mathematical ideas and processes by engaging them in doing mathematics:creating, 
conjecturing, exploring, testing, and verifying'. Specific characteristics of a problem
solving approach include:
 
 Interactions between students/students and teacher/students.
 Mathematical dialogue and consensus between students.
 Teachers providing just enough information to establish background/intent of the 



  problem, and students clarifing, interpreting, and attempting to construct one or 
  more solution processes.
  Teachers accepting right/wrong answers in a non-evaluative way.
  Teachers guiding, coa

 ching, asking insightful questions and sharing in the process 
   of solving problems.
 
  Teachers knowing when it is appropriate to intervene, and when to step back and let 
     the pupils make their own way.

 
  A further characteristic is that a problem-solving approach can be used to encourage 
    students to make generalisations about rules and concepts, a process which is central 
    to mathematics.


The Role of Problem Solving in Teaching Mathematics as a Process 
Problem solving is an important component of mathematics education because it is the
 
single vehicle which seems to be able to achieve at school level all three of the values
 
of mathematics listed at the outset of this article: functional, logical and aesthetic. Let
 
us consider how problem solving is a useful medium for each of these.
 
  It has already been pointed  out  that  mathematics is  an essential  discipline  because
 
of its practical role to the individual and society.

Read at least two articles in one of the mathematics education peer-reviewed journals ( for instance, mathematics teaching in the middle grade, mathematics teacher, school science and mathematics,...

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