Abstract

Teaching through problem solving may be a goal, but is it a reality? The National Council of Teachers of Mathematics (NCTM 2000) and the Common Core State Standards Initiative (CCSSI 2010) both advocate that reasoning and problem solving are important skills to emphasize in all mathematics classrooms. One way teachers can do so is by selecting tasks that require students to engage in higher-level thinking and apply their mathematical knowledge (NCTM 2014). Then why is it that in many classrooms, students continue to learn mathematics through instruction that teaches rote procedural skills without connecting mathematical concepts? In this article, we address the challenges that may cause elementary school teachers to veer away from consistently integrating problem-solving opportunities into their classrooms.

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