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Discovery learning in math: Exercises versus problems

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  • Barry Garelick

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Abstract

In 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.

Suggested Citation

  • Barry Garelick, 2009. "Discovery learning in math: Exercises versus problems," Nonpartisan Education Review, Nonpartisan Education Review, vol. 5(2), pages 1-17.
  • Handle: RePEc:teg:journl:v:5:y:2009:i:2:p:1-17
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    References listed on IDEAS

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    1. Eitle, David & Gunkel, Steven & Van Gundy, Karen, 2004. "Cumulative exposure to stressful life events and male gang membership," Journal of Criminal Justice, Elsevier, vol. 32(2), pages 95-111.
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    More about this item

    Keywords

    education; policy;

    JEL classification:

    • I2 - Health, Education, and Welfare - - Education

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