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November 2003, Volume 96, Issue 8


Transition to a Problem-Solving Curriculum
Carmel Schettino
The author's experiences in attempting to transition students to a non-traditional problem-solving curriculum including examples of problems and pros and cons of the program.

Read how you can use this article as part of a Professional Development Experience.

Constructing a Personal Understanding of Mathematics: Making the Pieces Fit
Mark Ellis
Reflecting on his own development as a teacher of mathematics, the author provides a glimpse into how a shift in his thinking about and understanding of mathematics powerfully impacted the nature of the learning environment he tried to create within his classroom. It is argued that students and teachers alike need opportunities to develop personal, meaningful understanding of mathematics if the vision of the NCTM standards is to become a reality.

Sherlock Holmes, Geometry Proofs, and Backward Reasoning
Andy Gole
A method for solving two-column geometric Proofs – backwards thinking. This approach generalizes to solving a number of important problems.

Read how you can use this article as part of a Professional Development Experience.

Unveiling Student Understanding: The Role of Questioning in Instruction
Azita Manouchehri, Douglas Lapp
The nature of question posing and categorization of types of questions in relation to the desired purpose. Suggestions for obtaining richer information of what students understand are discussed.

Fostering Mathematical Curiosity: Highlighting the Mathematics
Eric Knuth, Blake Peterson
An illustration of problem posing as well as details regarding the mathematics underlying the solutions to the various problem extensions.