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Mathematical Problem Solving: Linking Theory and Practice

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Constructing Knowledge for Teaching Secondary Mathematics

Part of the book series: Mathematics Teacher Education ((MTEN,volume 6))

Abstract

Mathematical problem solving is the primary goal of school mathematics curriculum in Singapore. Prospective secondary school mathematics teachers, as part of their teacher education at the National Institute of Education, undertake a 96 hour course called Teaching and Learning of Mathematics. Throughout the course, as part of the study of content and pedagogy of various topics of secondary mathematics, they are engaged in solving mathematical problems. A formal introduction to mathematical problem solving and review of the relevant literature is done at the beginning of the course. As an introduction to mathematical problem solving, we engage our teachers in two tasks, The Circular Flower Bed and Solve 4 Problems, to jump start discussion on mathematical problem solving and bridge theory into practice. The goals of the tasks are as follows. The Circular Flower Bed task engages prospective teachers in problem solving and initiates discussion on the process of finding a solution, specifically the feelings, emotions and regulation of thinking during the process. The Solve 4 Problems task engages prospective teachers in clarifying the definition of a problem, distinguishing heuristics from strategies and making connections with Polya’s (1973) four phases of problem solving.

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References

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Correspondence to Berinderjeet Kaur .

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Appendices

Appendix A

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Appendix B

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Appendix C

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Kaur, B., Toh, T. (2011). Mathematical Problem Solving: Linking Theory and Practice. In: Zaslavsky, O., Sullivan, P. (eds) Constructing Knowledge for Teaching Secondary Mathematics. Mathematics Teacher Education, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09812-8_11

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