NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1034819
Record Type: Journal
Publication Date: 2013-Sep
Pages: 6
Abstractor: ERIC
Reference Count: 3
ISSN: ISSN-0025-5769
"I Need More Information!"
Trinter, Christine P.; Garofalo, Joe
Mathematics Teacher, v107 n2 p126-131 Sep 2013
When confronted with a challenging problem, many solvers may at first think that not enough information has been provided. If, however, they suspect that the problem is solvable, this feeling typically influences them to persevere as well as monitor and reflect on their efforts. In this article the authors present four nonroutine tasks that they have posed to mathematics teachers and students to engage them in problem analysis and strategic behavior. Included with two of the tasks are descriptions of some common reactions and solution strategies. These tasks address NCTM's Standards (2000) and the Common Core Standards for Mathematical Practice (CCSSI 2010). Readers are encouraged to solve the problems themselves to better appreciate the solutions and hints given.
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: Secondary Education; High Schools; Grade 9; Grade 10; Grade 11; Grade 12
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A