Teaching Real World Problem Solving in School Mathematics
Toward a Theory of Instruction
2016, Approx. 300 p.
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Presents a practical, multidisciplinary real world problem solving theory
Examines current research on how students relate math to the real world
Includes narratives of the author's experiences in the classroom
This book examines empirical and theoretical research on the interplay between school mathematics and the real world in order to construct a new, multidimensional instructional problem solving theory. The author considers this new instructional theory in a variety of contexts, including socio-cultural, STEM and virtual world education. The book discusses the implications of teaching real world problem solving in school mathematics. Throughout, the author includes narrative of his own experiences in the classroom.
Content Level »Research
Keywords »Mathematical Literacy - Real World Problem Solving - STEM Education - School and Society - Theory of Instruction - Virtual Education
I. School, students, mathematics and their 'real worlds'.- Students and their real worlds.- School and the real world: Enculturation or apartheid.- Mathematical literacy: Does it really exist?.- II. Multiple perspectives on real world problem solving in school mathematics.- The activity system perspective.- Mathematization's perspective.- Critical mathematics education perspective.- Perspective of Bruner's narrative and paradigmatic modes of thought.- Ethnomathematics perspective.- III. Contexts of real world problem solving in school mathematics.- Social-cultural context.- Work contexts.- STEM contexts.- Virtual world contexts.- IV. Toward a theory of instruction.- Elements of a multidimensional theory of instruction.- Implications for teaching real world problem solving in school mathematics.- Epilogue.