Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23581
Title: 
Authors: 
Keywords: 
Singapore mathematical problem solving
Polya's problem-solving model
Scaffolding
Geometry
Upper primary level
Issue Date: 
2021
Citation: 
Chor, E. W. S., & Toh, T. L. (2021). Enacting a problem-solving lesson using scaffolding to emphasize extending a problem. Learning Science and Mathematics Journal, 16, 38-60. http://www.recsam.edu.my/sub_lsmjournal/images/docs/2021/2021_3_EWSC_3860.pdf
Journal: 
Learning Science and Mathematics Journal
Abstract: 
In this paper, we describe our conceptualization of teaching mathematical problem-solving at the upper primary level, emphasizing Polya’s Stage Four in extending a problem. Geometry is used as a context of the presentation. The objective is to engage pupils more metacognitively in their problem-solving process. By reviewing existing education literature, features that will support authentic problem solving were identified. The frameworks explored in this study include Polya’s 4-step problem-solving model, Schoenfeld’s framework, and the synthesis of the two frameworks through “Making Mathematics Practical” which utilize an extensive use of teacher scaffolding. The proposed scaffolding stresses pupils to problem solve beyond finding a solution as well as independently check and expand the given mathematics problem.
URI: 
ISSN: 
2637-0832
Funding Agency: 
Nanyang Technological University, Singapore
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

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