It is impossible to teach problem solving

Show full item record



Permalink

http://hdl.handle.net/10138/230855

Citation

András , S & Hannula , M S 2016 , It is impossible to teach problem solving . in C Csíkos , A Rausch & J Szitányi (eds) , Proceedings of the 40th Conference for the International Group for the Psychology of Mathematics Education : PME40, Szeged, Hungary, 3–7 August, 2016 . vol. Volume 1 , Proceedings of the International Conference for the Psychology of Mathematics Education , vol. 2016 , The International Group for the Psychology of Mathematics Education , Szeged, Hungary , pp. 75-81 , Conference of the International Group for the Psychology of Mathematics Education , Szeged , Hungary , 03/08/2016 .

Title: It is impossible to teach problem solving
Author: András, Szilárd; Hannula, Markku S.
Other contributor: Csíkos, Csaba
Rausch, Attila
Szitányi, Judit
Contributor organization: Teacher Education
Mobile gaze tracking of social interaction
Publisher: The International Group for the Psychology of Mathematics Education
Date: 2016
Language: eng
Number of pages: 7
Belongs to series: Proceedings of the 40th Conference for the International Group for the Psychology of Mathematics Education
Belongs to series: Proceedings of the International Conference for the Psychology of Mathematics Education
ISBN: 978-1-365-45506-3
ISSN: 0771-100X
URI: http://hdl.handle.net/10138/230855
Abstract: In this short note we consider three major challenges to the idea that it is possible to teach problem solving: do the students learn to be better solvers of novel problems, or do they just learn standard solutions for new sets of routine tasks; developing problem solver's affective disposition is not teaching of "problem solving"; and simply solving tasks is not "teaching". Moreover for each challenge we outlined several particular issues that need to be clarified.In this short note we consider three major challenges to the idea that it is possible to teach problem solving: do the students learn to be better solvers of novel problems, or do they just learn standard solutions for new sets of routine tasks; developing problem solver's affective disposition is not teaching of "problem solving"; and simply solving tasks is not "teaching". Moreover for each challenge we outlined several particular issues that need to be clarified.
Description: ISSN 0771-100 Proceeding volume: Volume 1
Subject: 516 Educational sciences
Peer reviewed: Yes
Rights: cc_by_nd
Usage restriction: openAccess
Self-archived version: acceptedVersion


Files in this item

Total number of downloads: Loading...

Files Size Format View
Panel2AndrasHannulaIntroPME2016.doc 57.5Kb Microsoft Word View/Open

This item appears in the following Collection(s)

Show full item record