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dc.contributor.authorDonaldson, Sarah Elizabeth
dc.date.accessioned2014-03-04T19:58:43Z
dc.date.available2014-03-04T19:58:43Z
dc.date.issued2011-05
dc.identifier.otherdonaldson_sarah_e_201105_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/donaldson_sarah_e_201105_phd
dc.identifier.urihttp://hdl.handle.net/10724/27110
dc.description.abstractIf problem solving is what mathematics is all about, then mathematics teachers should be in the business of helping students develop their problem-solving abilities. One way to help is to teach mathematics through problem solving. In this approach, problems are a means by which students learn new mathematical concepts and synthesize mathematical knowledge. During the last few decades, mathematics education researchers have called for studies that focus on the role of the teacher in problem-solving instruction. The purpose of the present study was to investigate the teaching practices used by those who teach through problem solving. Four high school mathematics teachers participated in the study. Although each teacher was unique, five common practices emerged: (a) teaching problem-solving strategies, (b) modeling problem solving, (c) limiting teacher input, (d) promoting metacognition, and (e) highlighting multiple solutions. These practices were consistent with the advice given by mathematics education experts.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectproblem solving, teaching through problem solving, teaching practices, metacognition
dc.titleTeaching through problem solving
dc.title.alternativepractices of four high school mathematics teachers
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics and Science Education
dc.description.majorMathematics Education
dc.description.advisorJeremy Kilpatrick
dc.description.advisorAndrew Izsak
dc.description.committeeJeremy Kilpatrick
dc.description.committeeAndrew Izsak
dc.description.committeeShawn Glynn
dc.description.committeeSybilla Beckmann


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