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ERIC Number: EJ1001739
Record Type: Journal
Publication Date: 2012-Aug
Pages: 4
Abstractor: ERIC
ISSN: ISSN-1073-5836
Perimeter and beyond
Siegel, Aryn A.; Ortiz, Enrique
Teaching Children Mathematics, v19 n1 p38-41 Aug 2012
The recent push for more problem solving in elementary school mathematics classrooms intimidates many teachers. Anyone can look at the arguments--that problem solving deepens knowledge, provides real-world context, allows for multiple entry points, and so on--and see their logic and potential (Lester and Charles 2003). But teachers tend to think of problem solving as some elaborate method that requires the creation of new and clever brainteasers. Although such methods are far from impossible, the idea is no doubt daunting. Therefore, as one can imagine, engaging in a simple-to-design problem with students can be a refreshing, emboldening experience as well as proof that problem solving does not necessarily "have" to be complex and planning-intensive to be incredibly powerful and illustrative. This article describes a simple problem-solving exercise that encourages teachers to "start small" to reveal how third graders can understand multiple math concepts simultaneously. (Contains 5 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A