Solving Problems by Reading Mathematics

Abstract

That was the first of eight recommendations by the National Coun cil of Teachers of Mathematics in its pol icy statement, An Agenda for Action: Recommendations for School Mathe matics in the 1980s. Although not specifi cally aimed at college remedial programs, this recommendation should have impli cations for them just as as it does for high school and elementary school mathe matics programs. In current high school mathematics courses and college remedial programs problem solving is typified by story problems or word problems, which are given as applications of algorithmic skills. Students anticipate which skill to use because most mathematics text books classify word problems by type. Word problems requiring systems of equations, for instance, are in the sec tion where systems of equations are dis cussed. In view of the concern that this approach is not enough to help students acquire skills in problem solving, a course was developed at the University of Georgia to improve remedial stu dents' problem-solving skills. A secondary goal of the course was to improve the remedial program in gen eral, since problem-solving experiences are not the only facets that have been