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The Mathematics Enthusiast

Volume

7

Issue

2-3

Abstract

This paper reports on the strategies chosen by a group of sixth-grade students in an urban informal learning program as they worked to solve an open-ended, nonroutine task. In particular, the paper focuses on the ability of these students to rise above their previous, procedure-based misconceptions and arrive at a mathematically reasonable solution. Aspects of the problem task, the problem-solving environment, and, importantly, of the nature of the teacher’s interventions are analyzed to determine the conditions that encouraged students to approach mathematics as a logical, meaningful, sense-making activity.

First Page

307

Last Page

320

Included in

Mathematics Commons

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