Criteria for CAMI Math Problems
- Fun
- Non-routine problems that are different from typical problems and favor conceptual understanding over procedural understanding
- Open-ended, expansive problems
- Multiple entry points
- Problems that can be approached in different ways and which have multiple solution strategies
- Problems with a low entry/high ceiling
- Challenging, but attenuated
- Problems that support productive struggle and critical thinking
- Problems that are challenging for us, but can also be used in class with our students
What makes a good problem?
In this webinar, Math Teachers’ Circle leaders talked about what makes a good problem. Additional resources from the webinar can be found here – What Makes a Good Problem?
Articles on Teaching Mathematics Through Problem-Solving
- Problem Posing and Problem Solving in a Math Teachers’ Circle – Eric Appleton, Solange Farina, Tyler Holzer, Usha Kotelawala, Mark Trushkowsky
- What Research Tells Us About Teaching Mathematics Through Problem-Solving – Jinfa Cai
- Learning to Think Mathematically: Problem Solving, Metacognition, and Sense Making in Mathematics. – Alan H. Schoenfeld
- Problem Solving as the Basis for Reform in Curriculum and Instruction: The Case of Mathematics – James Hiebert, Thomas P. Carpenter, Elizabeth Fennema, Karen Fuson, Piet Human, Hanlie Murray, Alwyn Olivier, Diana Wearne
- Interweaving content and pedagogy in teaching and learning to teach: Knowing and using mathematics – Deborah Loewenberg Ball and Hyman Bass
- The Art of Problem Posing – Stephen I. Brown and Marion I. Walter