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Polya's Legacy: Fully Forgotten or Getting a New Perspective in Theory and Practice?

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Bibliographic Details
Title: Polya's Legacy: Fully Forgotten or Getting a New Perspective in Theory and Practice?
Language: English
Authors: Passmore, Tim
Source: Australian Senior Mathematics Journal. 2007 21(2):44-53.
Availability: Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au
Peer Reviewed: Y
Page Count: 10
Publication Date: 2007
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Descriptors: Mathematics Education, Problem Solving, Mathematics Instruction, Conceptual Tempo, Review (Reexamination), Profiles, Scientists, Theory Practice Relationship, Heuristics, Mathematical Logic
ISSN: 0819-4564
Abstract: Problem solving and student-centred learning have received a great deal of attention in mathematics curricula for schools and in some universities. Much of this emphasis developed from the pioneering work of George Polya in heuristics, problem solving, and mathematics education. In this study, the author reviews Polya's work, and some of its later extensions, in the light of current research findings. It is argued that, despite the attention it has received, problem solving remains a difficult skill, both to teach and to learn. Directions for future work are suggested.
Abstractor: ERIC
Entry Date: 2007
Access URL: https://aamt.edu.au/teachers/journals/aamt-journals/
Accession Number: EJ779108
Database: ERIC
Description
Abstract:Problem solving and student-centred learning have received a great deal of attention in mathematics curricula for schools and in some universities. Much of this emphasis developed from the pioneering work of George Polya in heuristics, problem solving, and mathematics education. In this study, the author reviews Polya's work, and some of its later extensions, in the light of current research findings. It is argued that, despite the attention it has received, problem solving remains a difficult skill, both to teach and to learn. Directions for future work are suggested.
ISSN:0819-4564