Problem Solving as a Means Toward Mathematics for All: An Exploratory Look Through a Class Lens
Sarah Theule Lubienski
July 2000, Volume 31, Issue 4, Page 454
As a researcher-teacher, I examined 7th-graders' experiences with a problem-centered curriculum and pedagogy, focusing on SES differences in students' reactions to learning mathematics through problem solving. Although higher SES students tended to display confidence and solve problems with an eye toward the intended mathematical ideas, the lower SES students preferred more external direction and sometimes approached problems in a way that caused them to miss their intended mathematical points. An examination of sociological literature revealed ways in which these patterns in the data could be related to more than individual differences in temperament or achievement among the children. I suggest that class cultural differences could relate to students' approaches to learning mathematics through solving open, contextualized problems.
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Numbers and Operations
Problem Solving / Problem Posing