CHAPTER 48: Perceptions of Problem Solving in Elementary Curriculum

Recent research with intermediate teachers¹ indicates that the phrase problem solving often evokes multiple meanings in mathematics teaching and learning (Kajander & Mason, 2007). While some teachers support the vision of problem solving espoused by the National Council of Teachers of Mathematics (NCTM) (2000) as “engaging in a task for which the solution method is not known in advance” (p. 51), others view it as something to be done after students are taught and only if there is time (Kajander & Mason, 2007). The goal of this article is to examine the usefulness and intent of the various meanings of this “problematic” phrase, while shedding light on the best way to engage in effective problem solving with students.