In this article, I describe how modifying familiar classroom formats in a college geometry class helped to encourage student problem solving. These modified formats, which resemble the problem-solving settings of mathematicians, are described in the context of problems my students and I explored. It is hoped that this paper’s success stories encourage the reader to consider experimenting with classroom formats as a resource for encouraging student problem-solving.
|Number of pages||15|
|State||Published - Jan 1 2002|
ASJC Scopus subject areas
- Cooperative learning
- Problem solving