Text-books and Problem Solving in the Learning and Teaching of Mathematics
Abstract
A brief review is presented on how maths problems have been dealt with in a number of textbooks from 1955 up to the present. Special attention is paid to the analysis of the problem-solving strategies used by 11 and 12 year olds in the third cycle of primary education since these children are supposed to be moving from concrete to formal operations. In addition,
four of the problem types identified were given to future primary school teachers so as to elicit their most common problemsolving strategies. Finally, a number of suggestions are made to improve the teaching and learning of maths in textbooks.
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