IMPLEMENTING THE "STANDARDS": The Vision of Problem Solving in the Standards

Problem solving has been espoused as a goal in mathematics education since the late 1970s, with focused attention ansmg from NCTM's An Agenda for Action (1980). But problem solving should be more than a slogan offered for its appeal and widespread acceptance. It should be a cornerstone of mathematics curriculum and instruction, fostering the development of mathematical knowledge and a chance to apply and connect previously constructed mathematical understandings. This perception of problem solving is presented in the Curriculum and Evaluation Standards for School Mathematics (Standards) (NCTM 1989, 23, 75). See table 1. Indeed, as noted in the Standards, “students need to work on problems that may take hours, days, and even weeks to solve. Although some may be relatively simple exercises to be accompplished independently, others should involve small groups or an entire class working cooperatively” (NCTM 1989, 6).