Abstract
In this article, I describe how modifying familiar classroom formats in a college geometry class helped to encourage student problem solving. These modified formats, which resemble the problem-solving settings of mathematicians, are described in the context of problems my students and I explored. It is hoped that this paper’s success stories encourage the reader to consider experimenting with classroom formats as a resource for encouraging student problem-solving.
Original language | English |
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Pages (from-to) | 247-261 |
Number of pages | 15 |
Journal | PRIMUS |
Volume | 12 |
Issue number | 3 |
DOIs | |
State | Published - Sep 2002 |
Keywords
- Cooperative learning
- Geometry
- Problem solving