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Applied mathematical problem solving

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Abstract

A case is presented for the importance of focusing on (1) average ability students, (2) substantive mathematical content, (3) real problems, and (4) realistic settings and solution procedures for research in problem solving. It is suggested that effective instructional techniques for teaching applied mathematical problem solving resembles “mathematical laboratory” activities, done in small group problem solving settings.

The best of these laboratory activities make it possible to concretize and externalize the processes that are linked to important conceptual models, by promoting interaction with concrete materials (or lower-order ideas) and interaction with other people.

Suggestions are given about ways to modify existing applied problem solving materials so they will better suit the needs of researchers and teachers.

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Authors and Affiliations

  1. Northwestern University, Evanston, Illinois, USA

    Richard Lesh

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  1. Richard Lesh
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Lesh, R. Applied mathematical problem solving. Educ Stud Math 12, 235–264 (1981). https://doi.org/10.1007/BF00305624

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