Abstract
Problem solving in mathematics, like writing in the language arts, requires competence with certain basic skills or tools. Clearly, one cannot solve many mathematical problems without some notion of the basic facts, without competence in computation, understanding of operations, or the ability to sequence tasks in logical order. In today's elementary school mathematics curriculum, however, so much time is devoted to the development and perfection of tools that little time is left for using these tools in problem solving. Skill in the use of these tools in problem solving is learned behavior and the mathematics curriculum must provide ample and appropriate experience and practice in helping children learn to use these tools.
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