Teaching mathematics through problem solving

Sarah  Selmer; Ugur  Kale

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dc.creator	Sarah Selmer
dc.creator	Ugur Kale
dc.date	2013
dc.date.accessioned	2022-03-23T21:06:27Z
dc.date.available	2022-03-23T21:06:27Z
dc.identifier	http://www.redalyc.org/articulo.oa?id=179429882004
dc.identifier.uri	http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/118511
dc.description	The purpose and contribution of this paper is to explore and discuss how project-based learning ( pbl ), a general instructional strategy that can be used in numerous core content areas, can be integrated with teaching mathematics through problem solving ( T mps ), a mathemat - ics specific classroom approach. This instructional approach, T mps , discusses two elements of a teachers facilitation role, including the planning of valuable tasks and the classroom facilitation of this task. We describe and explore a case of a sixth (6th) grade mathematics teacher named Mrs. Miller who incorporated pbl in her teaching. We then address Mrs. Millers concerns and perspectives through related observations and connections made by the authors, organized using the essential elements of a teachers role in T mps . We believe these essential elements of a teachers role in T mps should be maintained when a teacher integrates pbl in his/her practices in order to ensure a project effectively teaches students significant mathematical content.
dc.format	application/pdf
dc.language	en
dc.publisher	Instituto Politécnico Nacional
dc.relation	http://www.redalyc.org/revista.oa?id=1794
dc.rights	Innovación Educativa
dc.source	Innovación Educativa (México) Num.62 Vol.13
dc.subject	Educación
dc.subject	Project-based learning
dc.subject	teaching mathematics through problem solving
dc.subject	teachers role
dc.title	Teaching mathematics through problem solving
dc.type	artículo científico