Abstract
How can teachers know if their teaching is as effective as they think it is? How will they know if they are infusing problem solving appropriately into their curriculum? I was given the opportunity to mull over these questions when I was asked to design a problem-solving course for graduate students. In this article I present the experiences of three teachers. As I studied their learning, I found myself examining my own teaching of problem solving and wondered, “How effective am I in helping teachers understand problem solving as presented in the NCTM Process Standards?” (NCTM 2000).
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