Learning through Problem Solving*

Abstract

Introduction By 1988, our group had completed several studies on young students’ understanding of particular concepts before, during and after instruction. These experiences led us to conduct two small scale and several informal teaching experiments based on the idea that the teacher should pose problems to students for which they do not yet have a routine solution method available, and that learning would take place while the students were grappling with the problems. The outcomes of these experiments helped us to develop the following tentative model for learning and teaching mathematics:

Cite this paper

@inproceedings{Murray2007LearningTP, title={Learning through Problem Solving*}, author={Hanlie Murray and Alwyn Olivier}, year={2007} }