>I haven't really started a discussion yet so I thought I would through >something out and see what happens. The question is do you use problem >solving in your teaching? If yes, how? If no, why not? Then maybe if >someone wants to look at the standards to see what they suggest that would >be good too. Responces? >scott > >Scott Powell >University Lab School >1776 University Ave. >Honolulu, HI 96826 >(808)956-4987wk >firstname.lastname@example.org
Another question is the following: do you isolate problem-solving or integrate it with everything else? If the former, why, and if the latter, how?
I'm also very interested in whether or how K-12 teachers use the various problem-solving descriptors (e.g. "guess and check"). Let me be very upfront about this and say that as a practicing mathematician I am very suspicious of these check-lists, since they seem (a) vague, (b) susceptible of being turned into an algorithm, and (c) have little to do with what really happens when we solve mathematical problems.
Having thrown down the gauntlet I'll sit back and listen to the responses.
==================================== Judy Roitman, Mathematics Department Univ. of Kansas, Lawrence, KS 66049 email@example.com =====================================