Problem Solving in the Mathematics Curriculum: From Domain-General Strategies to Domain-Specific Tactics
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| Title: | Problem Solving in the Mathematics Curriculum: From Domain-General Strategies to Domain-Specific Tactics |
|---|---|
| Language: | English |
| Authors: | Foster, Colin (ORCID |
| Source: | Curriculum Journal. Nov 2023 34(4):594-612. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Problem Solving, Mathematics Curriculum, Definitions, Learning Strategies, Mathematics Instruction, Sequential Approach |
| DOI: | 10.1002/curj.213 |
| ISSN: | 0958-5176 1469-3704 |
| Abstract: | Problem solving is widely regarded as a fundamental feature within the school mathematics curriculum. However, there is considerable disagreement over what exactly problem solving is, and if and how it can be taught. In this article, I define problems as non-routine tasks and propose the explicit teaching of domain-specific problem-solving tactics that are applicable over narrow ranges of mathematical content. This is in contrast to the widespread practice of attempting to teach domain-general strategies that are supposedly applicable across diverse content areas. The proposed approach here systematically introduces students to a well-defined set of high-leverage content-specific tactics, presented in a purposeful order and taught explicitly through the use of carefully chosen problems which those tactics dramatically unlock. I argue that this sequenced approach to teaching problem-solving addresses concerns widely reported about the apparent unteachability of domain-general problem-solving strategies and has the potential to enable all students to benefit from a powerful problem-solving mathematics curriculum. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1396065 |
| Database: | ERIC |
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| Abstract: | Problem solving is widely regarded as a fundamental feature within the school mathematics curriculum. However, there is considerable disagreement over what exactly problem solving is, and if and how it can be taught. In this article, I define problems as non-routine tasks and propose the explicit teaching of domain-specific problem-solving tactics that are applicable over narrow ranges of mathematical content. This is in contrast to the widespread practice of attempting to teach domain-general strategies that are supposedly applicable across diverse content areas. The proposed approach here systematically introduces students to a well-defined set of high-leverage content-specific tactics, presented in a purposeful order and taught explicitly through the use of carefully chosen problems which those tactics dramatically unlock. I argue that this sequenced approach to teaching problem-solving addresses concerns widely reported about the apparent unteachability of domain-general problem-solving strategies and has the potential to enable all students to benefit from a powerful problem-solving mathematics curriculum. |
|---|---|
| ISSN: | 0958-5176 1469-3704 |
| DOI: | 10.1002/curj.213 |
