Affiliation:
1. 1 Teaches at Oregon State University, Corvallis, OR 97331–6508
Abstract
The way in which teachers approach mathematics instruction determines to a large extent the mathematics, thinking strategies, and dispositions that our students develop. Hiebert and others describe one of the essential principles for instruction focused on building understanding in mathematics: “Make the subject problematic.” Instruction ought to allow “students to wonder why things are, to inquire, to search for solutions, and to resolve incongruities. It means that both curriculum and instruction should begin with problems, dilemmas, and questions for students” (1996, 12).
Publisher
National Council of Teachers of Mathematics
Cited by
9 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献