Beliefs and Practices in Mathematics Problem Solving Instruction : K-8 / Ron Zambo.

In spite of the continued focus on problem solving, American elementary and middle grades schoolchildren are perceived to be ineffective problem solvers. This paper reports the results of a survey of (n=744) kindergarten through eighth grade teachers and interviews and observations of a primary and an intermediate master teacher designed to answer the following questions: (1) What is the current nature of mathematical problem-solving instruction in Arizona K-8 classrooms, and (2) To what extent do reported classroom practices in problem-solving instruction reflect the recommendations of the National Council of Teachers of Mathematics (NCTM) and others? Survey results in the areas of instructional practices, word problem sources, student and self-assessments, problem-solving strategies, and beliefs are reported. Interview results include the topics of problem-solving instruction, definition of problem solving, use of textbooks, group work, assessment, calculators, and advice to other teachers. Three responses indicated possible misalignment with the NCTM Standards: (1) Use of manipulatives dropped off dramatically as grade level increased; (2) Teachers responded positively to students' needing to know the key word approach to problem solving; and (3) There was a discrepancy between the perceived usefulness of calculators and the actual use of calculators. (MKR)

Researchers. ericd

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