> As you look at the document, you should notice that it is > indeed calling for increased attention to problem solving.
This is true, but they do their best to obscure the notion of a problem.
> In 9-12 standards, they do indeed say "word problems by types, such > as coing, digit, and work" should receive decreased attention. > Andre is probably right that problems can be classified 'by types.' > But, does it say we decrease attention to "word problems" ???
What else can it say?
> Maybe the statement form 5-8 standards (p.71) might help. > It says "practicing problems categorized by types (e.g., coing > problems, age problems)" should receive decreased attention.
Yes, it means decrease attention to word problems. `categorized by types' is just a meaningless vignette.
> Also, on p.20 (K-4 standards) they say "Word problems with a > variety of structures" should received increased attention.
This is really interesting. However much I am for word problems, I have to say that elementary school schildren's capacity to solve word problems is limited. Only very simple word problems can be solved in elementary school. And don't forget the poor preparation of teachers.
I have an idea. If we hypothetize that the authors of "standards" have a very limited competence and are aware only of very few very simple problems, much of what they write becomes quite understandable. Suppose that the only word problems they know of are those very simple ones which should be solved in elementary school. Then everything they write is correct!
Andre Toom Department of Mathematics email@example.com University of the Incarnate Word Tel. 210-646-0500 (h) 4301 Broadway 210-829-3170 (o) San Antonio, Texas 78209-6318 Fax 210-829-3153