Mathematical Thinking and Problem Solving
Published on 1. September 1994
Book
Paperback/Softback
360 pages
978-0-8058-0990-9 (ISBN)
Description
In the early 1980s there was virtually no serious communication among the various groups that contribute to mathematics education -- mathematicians, mathematics educators, classroom teachers, and cognitive scientists. Members of these groups came from different traditions, had different perspectives, and rarely gathered in the same place to discuss issues of common interest. Part of the problem was that there was no common ground for the discussions -- given the disparate traditions and perspectives.
As one way of addressing this problem, the Sloan Foundation funded two conferences in the mid-1980s, bringing together members of the different communities in a ground clearing effort, designed to establish a base for communication. In those conferences, interdisciplinary teams reviewed major topic areas and put together distillations of what was known about them.*
A more recent conference -- upon which this volume is based -- offered a forum in which various people involved in education reform would present their work, and members of the broad communities gathered would comment on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics. The main issues of the conference were mathematical thinking and problem solving.
As one way of addressing this problem, the Sloan Foundation funded two conferences in the mid-1980s, bringing together members of the different communities in a ground clearing effort, designed to establish a base for communication. In those conferences, interdisciplinary teams reviewed major topic areas and put together distillations of what was known about them.*
A more recent conference -- upon which this volume is based -- offered a forum in which various people involved in education reform would present their work, and members of the broad communities gathered would comment on it. The focus was primarily on college mathematics, informed by developments in K-12 mathematics. The main issues of the conference were mathematical thinking and problem solving.
Reviews / Votes
"The conversational tone of the book invites anyone interested in reform to engage in a conversation with scholars having distinctly different areas of expertise".-The Mathematics Teacher
"In an interesting and somewhat unique approach, Schoenfeld has essentially put into print a recent conference on college mathematics. A commitment to math education is apparent in contributors to this book."
-Contemporary Psychology
"...sets an agenda for future research in undergraduate mathematics education."
-The American Mathematical Monthly
More details
Series
Language
English
Place of publication
New York
United States
Publishing group
Taylor & Francis Inc
Target group
College/higher education
Professional and scholarly
Dimensions
Height: 234 mm
Width: 156 mm
Thickness: 20 mm
Weight
550 gr
ISBN-13
978-0-8058-0990-9 (9780805809909)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Alan H. Schoenfeld | Alan H. Sloane
Mathematical Thinking and Problem Solving
E-Book
05/2016
Routledge
€115.99
Available for download
Alan H. Schoenfeld | Alan H. Sloane
Mathematical Thinking and Problem Solving
E-Book
05/2016
Routledge
€115.99
Available for download
Alan H. Schoenfeld | Alan H. Sloane
Mathematical Thinking and Problem Solving
Book
09/1994
Lawrence Erlbaum Associates Inc
€141.13
Article exhausted; check different version
Persons
Alan H. Sloane, Alan H. Schoenfeld
Content
Contents: Preface. J.L. Schwartz, The Role of Research in Reforming Mathematics Education: A Different Approach. M. Linn, R. Pea, A Discussion of Judah Schwartz's Chapter. B. Reznick, Some Thoughts on Writing for the Putnam. L.C. Larson, Comments on Bruce Reznick's Chapter. I. Olkin, A.H. Schoenfeld, A Discussion of Bruce Reznick's Chapter. A.H. Schoenfeld, Reflections on Doing and Teaching Mathematics. L. Henkin, J.L. Schwartz, A Discussion of Alan Schoenfeld's Chapter. J.J. Kaput, Democratizing Access to Calculus: New Routes to Old Roots. E. Dubinsky, Comments on James Kaput's Chapter. J. Confrey, E. Smith, Comments on James Kaput's Chapter. M. Cohen, A. Knoebel, D.S. Kurtz, D.J. Pengelley, Making Calculus Students Think with Research Projects. B.Y. White, R.G. Douglas, A Discussion of Cohen, Knoebel, Kurtz, and Pengelley's Chapter. E. Dubinsky, A Theory and Practice of Learning College Mathematics. R.G. Wenger, Comments on Ed Dubinsky's Chapter. A.A. diSessa, Comments on Ed Dubinsky's Chapter. S.S. Epp, The Role of Proof in Problem Solving. J.G. Greeno, Comments on Susanna Epp's Chapter. J. Addison, A Discussion of Susanna Epp's Chapter. T.A. Romberg, Classroom Instruction that Fosters Mathemical Thinking and Problem Solving: Connections Between Theory and Practice. G. Leinhardt, Comments of Thomas Romberg's Chapter. R.B. Davis, Comments on Thomas Romberg's Chapter. A.H. Schoenfeld, Epilogue.