Difference between revisions of "Math Problem Solving"
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| + | {{Infobox | ||
| + | | title = Math Problem Solving | ||
| + | | header1 = Mathematics Course | ||
| + | | label2 = Course Code | data2 = [[Math Problem Solving|MPSE]] | ||
| + | | label3 = Year Opened | data3 = 1986* | ||
| + | | label4 = Sites Offered | data4 = [[ALE]] | ||
| + | | label5 = Previously Offered | data5 = [[ALX]], [[BDA]], [[LAJ]], [[MTA]], [[SAN]], [[STP]], [[WLA]] | ||
| + | }} | ||
{{Baby CTY Courses}} | {{Baby CTY Courses}} | ||
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==Course Description== | ==Course Description== | ||
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[[Category: Courses]] | [[Category: Courses]] | ||
[[Category: Alexandria (ALE)]] | [[Category: Alexandria (ALE)]] | ||
| − | [[Category: Alexandria ( | + | [[Category: Alexandria (ALX)]] |
[[Category: Bethesda]] | [[Category: Bethesda]] | ||
[[Category: Brooklandville]] | [[Category: Brooklandville]] | ||
Latest revision as of 15:06, 26 July 2018
| Mathematics Course | |
|---|---|
| Course Code | MPSE |
| Year Opened | 1986* |
| Sites Offered | ALE |
| Previously Offered | ALX, BDA, LAJ, MTA, SAN, STP, WLA |
Course Description
From the CTY Course Catalog (1997):
One of the principal reasons for studying mathematics is to learn how to solve problems. Effective problem solving requires originality, creativity, judgement, and independent thought. Students in this course are taught to analyze a problem and to draw from a variety of well-known problem-solving strategies in their search for a solution. Students learn to ask precise and thought-provoking questions, to match appropriate strategies to particular problems, and to explain their thought processes more precisely. Group interaction is an integral part of the learning process; students share their strategies for solving problems with each other.
Depending upon their mathematical experience and their facility with new content, students are given problems from arithmetic, pre-algebra, or algebra. The strategies they learn provide a common language for discussing problems with other students, even if those students are working on problems from other areas of mathematics. Instructors model problem-solving strategies and engage students in a wide range of related activities, games, and explorations.
