NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1033882
Record Type: Journal
Publication Date: 2014-Feb
Pages: 4
Abstractor: ERIC
Reference Count: 4
ISSN: ISSN-1073-5836
Problem Solvers: Problem--Jesse's Train
James, Julie; Steimle, Alice
Teaching Children Mathematics, v20 n6 p346-349 Feb 2014
Persevering in problem solving and constructing and critiquing mathematical arguments are some of the mathematical practices included in the Common Core State Standards for Mathematics (CCSSI 2010). To solve unfamiliar problems, students must make sense of the situation and apply current knowledge. Teachers can present such opportunities by engaging students in structured group activities or collaborative problem solving activities. Encouraging students to work together on a problem solving task can be difficult. One way of helping students work together on a problem solving task is to present them with "group-worthy" problems. Such problems meet the following criteria: (1) Illustrate important mathematical concepts; (2) Include multiple tasks that draw effectively on the collective resources of a group, (3) Allow for multiple representations; and (4) have several possible solution paths. The problem presented in this article is modeled after those in "United We Solve 116 Math Problems for Groups" (Erickson 1996). This task allows students the opportunity to explore the magnitude of fractions compared with different-size wholes.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A