Multiple Approaches to Problem Solving and the Use of Technology
JCMST Volume 19, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In mathematics, the same concept or the same mathematical structure is often encompassed by different representations such as graphical/geometric, numerical/arithmetic, and sym-bolic/ algebraic representations. Research studies have pro-vided evidence that using multiple representations of a math-ematical concept can help students better construct the con-cept (Dufour-Janvier, Bednarz, & Belanger 1987; Kaput 1992). Different representations usually suggest different ap-proaches to mathematical problem solving; and with the same representation, there may be different solution methods as well. Working with both secondary school students and preservice mathematics teachers for many years, our experi-ence has indicated that encouraging multiple approaches to problem solving plays an important role in facilitating stu-dents' understanding of mathematical concepts and their grasp of methods of mathematical thinking. Innovative tech-nology tools in mathematics education, featuring multiple, linked representations, have greatly enhanced the students' potential to develop multiple solutions to various problem situations. This article will describe the exploration process-es of our students in solving a mathematical problem, and il-lustrate how they took full advantage of the power of tech-nology in pursuing multiple solution methods, verifying the validity of these methods, and thereby enhancing their con-ceptual understandings.
JIANG, Z. & MCCLINTOCK, E. (2000). Multiple Approaches to Problem Solving and the Use of Technology. Journal of Computers in Mathematics and Science Teaching, 19(1), 7-20. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 2000 Association for the Advancement of Computing in Education (AACE)
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