Investigating the Relationship Between the Problem and the Solver: Who Decides What Math Gets Used?

Guadalupe Carmona, Steven Greenstein

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

Tasks that are descriptive of a goal state and not prescriptive of the paths students must take to reach it inevitably generate spaces of possible interpretations of givens and goals, as well as possible paths from givens to goals, each featuring elements of a bounded space of mathematical concepts. When a sample comprised of students at elementary and post-baccalaureate levels of schooling was given one of these tasks, the solutions expressed rich and deep understandings of mathematical concepts that were common among groups at both levels of schooling. These findings are less supportive of the foundational metaphor of curriculum in which understandings serve to support the acquisition of more formal mathematics, and more supportive of the notion of a curriculum that “spirals” around central ideas that are revisited at multiple levels of schooling in order to provide learners with greater access to powerful ways of understanding mathematics.

Original languageEnglish
Title of host publicationInternational Perspectives on the Teaching and Learning of Mathematical Modelling
PublisherSpringer Science and Business Media B.V.
Pages245-254
Number of pages10
DOIs
StatePublished - 2013

Publication series

NameInternational Perspectives on the Teaching and Learning of Mathematical Modelling
ISSN (Print)2211-4920
ISSN (Electronic)2211-4939

Keywords

  • Conceptual System
  • Equilateral Triangle
  • Mathematical Concept
  • Mathematical Idea
  • Problem Solver

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