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Problem solving in the United Kingdom.

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Title: Problem solving in the United Kingdom.
Authors: Burkhardt, Hugh1 Hugh.Burkhardt@nottingham.ac.uk, Bell, Alan1
Source: ZDM - Mathematics Education. Oct2007, Vol. 39 Issue 5/6, p395-403. 9p. 1 Graph.
Subject Terms: *Problem solving, *Word problems (Mathematics), *Classroom management, *Classroom dynamics, Mathematics
Geographic Terms: United Kingdom
Abstract: We trace the development of problem solving in UK school mathematics over the last century or so, illuminating our descriptions with task exemplars. This is an informative and cautionary tale of mutual incomprehension between leaders in mathematical education and the public they seek to serve. Intelligent and energetic pioneers have developed and improved ways to teach problem solving, though often with little attention to the challenges these methods present to typical teachers. Political decision makers, despite rhetorical support for "real-world" problem solving, have failed to understand the need for the changes proposed. Currently, there are some hopeful signs but it is doubtful if they will be realized in classroom practice. The challenge of modifying the system dynamics so as to yield large-scale improvements remains an unsolved problem in the UK, as elsewhere; at least, it is now recognized and being worked on. [ABSTRACT FROM AUTHOR]
Copyright of ZDM - Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: We trace the development of problem solving in UK school mathematics over the last century or so, illuminating our descriptions with task exemplars. This is an informative and cautionary tale of mutual incomprehension between leaders in mathematical education and the public they seek to serve. Intelligent and energetic pioneers have developed and improved ways to teach problem solving, though often with little attention to the challenges these methods present to typical teachers. Political decision makers, despite rhetorical support for "real-world" problem solving, have failed to understand the need for the changes proposed. Currently, there are some hopeful signs but it is doubtful if they will be realized in classroom practice. The challenge of modifying the system dynamics so as to yield large-scale improvements remains an unsolved problem in the UK, as elsewhere; at least, it is now recognized and being worked on. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of ZDM - Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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