(10 credit points)

Lecturer/s: Professor M. A. Clements/S. Arnold

Prerequisite: At least one 500-level subject

Hours: 2 hours per week for one semester

Assessment:

1. Essay (1500 - 2000 words) (30%)

2. Presentation and discussion of solutions to problems, plus commentaries on thought processes used to obtain solutions. (30%)

   (Note. For this subject it will not be assumed that students have advanced knowledge of mathematics. The approach would suit teachers at all levels (K-12, TAFE).

3. A 3000 word report on a classroom research project incorporating the ideas encountered in this course. (40%)

Content:

1. Review of education literatures (philosophical, historical, psychological, sociological, and mathematical) indicating that schools should develop mathematics programs based on problem-posing and problem-solving approaches.

2. Examination of current school mathematics syllabi and textbooks, for the purpose of devising ways in which they might become bases for school programs which encourage problem-posing and problem-solving approaches.

3. Each participant will become actively involved in mathematical problem posing and problem solving, and maintain a diary in which the main focus is reflections on the problem-solving processes used by that individual.

Reference:

Clements, M. A., & Ellerton, N. F. (1991). Polya, Krutetskii and the restaurant problem. Geelong: Deakin University.

Mason, J., & Davis, J. (1991). Fostering and sustaining mathematics thinking through problem solving. Geelong: Deakin University.

View a sample problem?.

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