Abstract
There is a strong consensus among mathematics educators, researchers and instructional designers that mathematical problem solving is among the central means—and ends—of school mathematics education. Different ideas, practices and studies in the field of mathematical problem solving are reflected in the volumes, chapters, and papers published over the course of the last 30-plus years (Felmer et al. 2016; Lester and Charles 2003; Schoenfeld 1985; Silver 1985). The problem-based approach to teaching mathematics assumes that students are presented with authentic problems that are meaningful for them, and that can be solved using mathematical tools available to them. The problem-based approach seeks to develop new mathematical knowledge and skills through solving such problems. Moreover, when solving these problems the students are assumed to develop appreciation for the power of mathematics to solve problems from different fields of life and science.
| Original language | English |
|---|---|
| Title of host publication | Teaching and Learning Secondary School Mathematics |
| Subtitle of host publication | Canadian Perspectives in an International Context |
| Place of Publication | Switzerland |
| Publisher | Springer International Publishing |
| Pages | 413-418 |
| Number of pages | 6 |
| ISBN (Print) | 1869-4918, 1869-4926 |
| DOIs | |
| State | Published - 2018 |