Problem solving and Working Mathematically: an Australian perspective

David Clarke; Merrilyn Goos; Will Morony

doi:10.1007/s11858-007-0045-0

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Problem solving and Working Mathematically: an Australian perspective

Journal article

Peer reviewed

Problem solving and Working Mathematically: an Australian perspective

David Clarke, Merrilyn Goos and Will Morony

ZDM, Vol.39(5), pp.475-490

2007

DOI: https://doi.org/10.1007/s11858-007-0045-0

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Abstract

mathematical problem

instructional practice

mathematical thinking

mathematics curriculum

mathematics education research

This article reviews “problem solving” in mathematics in Australia and how it has evolved in recent years. In particular, problem solving is examined from the perspectives of research, curricula and instructional practice, and assessment. We identify three key themes underlying observed changes in the research agenda in Australia in relation to problem solving: Obliteration, Maturation and Generalisation. Within state mathematics curricula in Australia, changes in the language and construction of the curriculum and in related policy documents have subsumed problem solving within the broader category of Working Mathematically. In relation to assessment, research in Australia has demonstrated the need for alignment of curriculum, instruction and assessment, particularly in the case of complex performances such as mathematical problem solving. Within the category of Working Mathematically, recent Australian curriculum documents appear to accept an obligation to provide both standards for mathematical problem solving and student work samples that illustrate such complex performances and how they might be assessed.

Details

Title: Problem solving and Working Mathematically: an Australian perspective
Authors: David Clarke (Author) - University of Melbourne
Merrilyn Goos (Author) - University of Queensland
Will Morony (Author) - Australian Association of Mathematics Teachers (Australia)
Publication details: ZDM, Vol.39(5), pp.475-490
Publisher: Springer
DOI: 10.1007/s11858-007-0045-0
ISSN: 1863-9704
Organisation Unit: School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99554404502621
Output Type: Journal article

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Web Of Science research areas: Education & Educational Research

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