Abstract
“How are we supposed to learn anything if you don't tell us what we need to know?” My new students sat there staring at me, possibly considering whether I was insane. They were about to embark on an interesting and challenging adventure with me as I attempted to expose them to a problemsolving curriculum (PSC) for the first time. “What do you mean these problems aren't from the book?” and “You can't think I can do any math problems without having a teacher explain them to me first” were statements that I often heard during those first few weeks. I was asking students who were accustomed to a traditionally run mathematics classroom to think creatively and independently; and some of them were being asked to do so for the first time. My goal is to share this experience, which has been enlightening, educational, and at times sobering. However, I have been encouraged and pleased that, for my students, a transition to a PSC is under way.
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