Mathematical Problem Preferences of Meaning-Oriented and Number-Oriented Problem Solvers

Abstract

This article reports on the problem preferences of meaning-oriented and number-oriented mathematical problem solvers. In general, very successful meaning-oriented students expressed preferences for solving multi-step and non-routine problems, while, not surprisingly, less successful number-oriented students expressed preferences for simple routine problems. However, when in graded situations, even the very successful students preferred simple problems. Reasons for these preferences are discussed, along with some of their implications for teaching mathematics to meaning-oriented students.