Discovery learning in math: Exercises versus problems
AbstractIn this article, Garelick confronts the myth perpetrated in education schools that math is incorrectly taught by teaching students to do "exercises" rather than solving "problems". The former are viewed as inauthentic experiences in which the student applies algorithms to previously learned types of problems in a mechanical type way. In fact, it is through the working of the so-called "exercises" that students can make meaningful discoveries which ultimately lead them to solving more complex problems. As it is, many of today's math programs have students reaching for the stars by standing on a two-legged stool.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
Bibliographic InfoArticle provided by Nonpartisan Education Review in its journal Nonpartisan Education Review.
Volume (Year): 5 (2009)
Issue (Month): 2 ()
Contact details of provider:
Web page: http://www.nonpartisaneducation.org
Find related papers by JEL classification:
- I2 - Health, Education, and Welfare - - Education
You can help add them by filling out this form.
reading list or among the top items on IDEAS.Access and download statisticsgeneral information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Richard P. Phelps).
If references are entirely missing, you can add them using this form.