Teaching Through Problem Solving
The scenarios stay the same, but students can come back to them with new information and frameworks they have learned, a deeper toolbox to pull from in different clinical settings.
Students will be exposed to “well-structured” problems at one end of the spectrum, which have a typical solution path and solution, and “ill-structured” problems, which are highly context dependent and have no one solution path (Jonassen, 2000).
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Each chapter ends in a slightly different way: some give a list of best practices that readers can use to asses their understanding of the main ideas of the chapter, while others offer a transition to ideas to be explored in the next chapter.
This book would be an excellent resource for prospective elementary and secondary teachers of mathematics, as well as for informing lesson studies or professional development and continuing education for in-service teachers.