ERIC Number: ED471769
Record Type: RIE
Publication Date: 2002
Reference Count: N/A
Teaching Word Problems: What High School Mathematics Teachers Value.
Word problems form a central component in the learning and teaching of mathematics. This paper reports on a study of mathematics teachers' thinking in the teaching of word problems with particular focus on what exemplary high school mathematics teachers value in framing their teaching of word problems and what characterizes their teaching of word problems. Case studies of six teachers were conducted. Data collected through interviews and classroom observations were analyzed for attributes of the participants' thinking and actions that were characteristic of their perspective of teaching word problems. The findings provide insights of teachers' way of thinking and classroom behaviors that are important to motivate and engage students meaningfully in doing word problems. There are five student characteristics the teachers intentionally incorporate in their teaching and eight teaching characteristics they value that form the essence of their teaching of word problems. The findings have implications for what we consider and how we work with prospective and experienced teachers to help them to develop/change/enhance their teaching of word problems. (Author)
Descriptors: Case Studies, Educational Strategies, Mathematics Education, Secondary Education, Teacher Attitudes, Teacher Effectiveness, Teaching Methods
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Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Proceedings of the Annual Meeting [of the] North American Chapter of the International Group for the Psychology of Mathematics Education (24th, Athens, GA, October 26-29, 2002). Volumes 1-4; see SE 066 887.