Making mathematics problematic: A rejoinder to Prawat and Smith

Educational Researcher

Volumn 26, Issue 2, 1997, Pages 24-26

  Hiebert, James ^a   Carpenter, Thomas P ^b   Fennema, Elizabeth ^b   Fuson, Karen ^c   Human, Piet ^d   Murray, Hanlie ^d   Olivier, Alwyn ^d   Wearne, Diana ^a  

^a UNIVERSITY OF DELAWARE   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

^c NORTHWESTERN UNIVERSITY   (United States)

^d STELLENBOSCH UNIVERSITY   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3042603660     PISSN: 0013189X     EISSN: 1935102X     Source Type: Journal    
DOI: 10.3102/0013189X026002024     Document Type: Note

References (7)

1. Ball, DL (1993). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics. Elementary School Journal, 93, 373-397.
2. Dewey, J (1929). The quest for certainty. New York: Minton, Balch, & Co.
3. Fuson, KC, K Hudson, and P Ron Phases of classroom mathematical problem-solving activity: The PCMPA framework for supporting algebraic thinking in primary school classrooms. In J Kaput (Ed.), Employing children's natural powers to build algebraic reasoning in the context of elementary mathematics. Mahwah, NJ: Erlbaum. in press.
4. Fuson, KC, D Wearne, J Hiebert, P Human, H Murray, A Olivier, TP Carpenter, and E Fennema Children's conceptual structures for multidigit numbers at work in addition and subtraction. Journal for Research in Mathematics Education. in press.
5. Hiebert, J, TP Carpenter, E Fennema, K Fuson, P Human, H Murray, A Olivier, and D Wearne (1996). Problem solving as a basis for reform in curriculum and instruction: The case of mathematics. Educational Researcher, 25(4), 12-21.
6. Hiebert, J, TP Carpenter, E Fennema, K Fuson, D Wearne, H Murray, A Olivier, and P Human (1997). Making sense: Teaching and learning mathematics with understanding. Portsmouth, NH: Heinemann.
7. Thompson, PW (1993). Quantitative reasoning, complexity, and additive structures. Educational Studies in Mathematics, 25, 165-208.