NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ841561
Record Type: Journal
Publication Date: 2007
Pages: 8
Abstractor: As Provided
ISSN: ISSN-1062-9017
A Problem with Problem Solving: Teaching Thinking without Teaching Knowledge
Carson, Jamin
Mathematics Educator, v17 n2 p7-14 2007
Problem solving theory and practice suggest that thinking is more important to solving problems than knowledge and that it is possible to teach thinking in situations where little or no knowledge of the problem is needed. Such an assumption has led problem solving advocates to champion "content-less heuristics" as the primary element of problem solving while relegating the "knowledge base" and the "application of concepts" or "transfer" to secondary status. In the following theoretical analysis, it will be argued that the knowledge base and transfer of knowledge--not the content-less heuristic--are the most essential elements of problem solving. (Contains 1 table.)
Mathematics Education Student Association, University of Georgia. 105 Aderhold Hall, Athens, GA 30602. Tel: 706-542-4194; Fax: 706-542-4551; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A