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1999•Mathematics Teaching in the Middle SchoolRequires access

Problem-Centered Mathematics Teaching

Sarah Theule Lubienski

Open publisher page 18 citations

Abstract

Through my interactions with preservice and in-service teachers in California, Michigan, and New York, I have heard a variety of perspectives on instruction in problem-centered mathematics instruction. I have watched educators struggle to find a role for problem solving in their classes. What constitutes teaching through problem solving? Exploring answers to this question can raise awareness of one's own perspectives and lead to deeper knowledge of problem-centered mathematics teaching.

About this research paper

What this paper is about

Through my interactions with preservice and in-service teachers in California, Michigan, and New York, I have heard a variety of perspectives on instruction in problem-centered mathematics instruction. I have watched educators struggle to find a role for problem solving in their classes. What constitutes teaching through problem solving? Exploring answers to this question can raise awareness of one's own perspectives and lead to deeper knowledge of problem-centered mathematics teaching.

Why it matters

OpenAlex reports 18 citations for this work. Citation counts describe recorded attention and do not establish research quality.

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Available abstract

Through my interactions with preservice and in-service teachers in California, Michigan, and New York, I have heard a variety of perspectives on instruction in problem-centered mathematics instruction. I have watched educators struggle to find a role for problem solving in their classes. What constitutes teaching through problem solving? Exploring answers to this question can raise awareness of one's own perspectives and lead to deeper knowledge of problem-centered mathematics teaching.

Key concepts: Mathematics education, Variety (cybernetics), Teaching method, Reform mathematics, Connected Mathematics, Pedagogy, Mathematics, Psychology

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