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Knowledge is Key to Variability in Solving Algebraic Word Problems

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In this paper I propose that teaching students the most efficient method of problem solving may curtail students’ creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students’ responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.

Abstract

In this paper I propose that teaching students the most efficient method of problem solving may curtail students’ creativity. Instead it is important to arm students with a variety of problem solving heuristics. It is the students’ responsibility to decide which heuristic will solve the problem. The chosen heuristic is the one which is meaningful to the students.

참고문헌 (21)

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  10. Mathematics Syllabus 2000, "Ministry of Education", Curriculum Planning & Development Division, ~ (2000)
  11. Mathematics Syllabus 2007, "Ministry of Education", Curriculum Planning & Development Division, ~ (2006)
  12. The Singapore model method for learning mathematics, "Ministry of Education", Panpac Education, ~ (2009)
  13. Ng, S. F., "Developing Algebraic Thinking in Early Grades: Case Study of the Singapore Primary Mathematics Curriculum. Developing Algebraic Thinking in the Earlier Grades from an International Perspective (Special Issue).", Math. Educ, 8(1), pp.39~59 (2004)
  14. Ng, S. F., "Knowledge is Key to Variability in Solving Algebraic Word Problems", Proceedings of the 16th International Seminar of Mathematics Edu-cation on Creativity Development and Gifted Students at Chungnam Nat’l Univ, pp.249~263 (2011), Korean Society of Mathematics Education
  15. Ng, S. F., "Primary five pupils use the model method to solve word problems", Mathematics Educator, 9, pp.60~83 (2005)
  16. Ng, S. F., "The model method: Singapore children’s tool for representing and solving algebra-ic word problems", J. Res. Math. Educ, 40(3), pp.282~313 (2009)
  17. Pierce, R, "Linear functions: teaching strategies and students’ conceptions associated with", Pedagogies, 5, pp.202~215 (2010)
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  21. Wollman, W., "Determining the Sources of Error in a Translation from Sentence to Equa-tion", J. Res. Math. Educ, 14(3), pp.169~181 (1983)

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