Evaluating problem solving in the mathematics curriculum : a case study

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Janice H. Jetton (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
A. Edward Uprichard

Abstract: The purpose of this evaluation case study was to assess the current status of problem solving in a typical mathematics curriculum, and to examine the process involved in the implementation of the recommendations found in NCTM's Standard 1: Mathematics as Problems Solving. During phase 1, preparing to evaluate, individual interviews and self-reporting by teachers indicated that the pre-existing mathematics curriculum was not providing problem solving activities for students on a regular basis. As a result, teachers began an implementation period for the recommendations of Standard 1, during which time students were to engage in problem solving activities at least once weekly, with increasing frequency as the study progressed until eventually, problem solving was used as part of the normal instructional process. In doing so, teachers attempted to provide activities for students which allowed them to view mathematics in a more useful and personal manner. The implementation period for Standard 1 required nine weeks.

Additional Information

Language: English
Date: 1991
Problem solving
Mathematics $x Study and teaching (Secondary)
High school students $x Attitudes
Mathematics teachers $x Attitudes

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