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The Mathematics Enthusiast ISSN 1551-3440

(formerly The Montana Mathematics Enthusiast)


VOL. 10, Nos1&2, January 2013, pp.1-506

Editor-in-Chief Bharath Sriraman, The University of Montana Associate Editors: Lyn D. English, Queensland University of Technology, Australia Simon Goodchild, University of Agder, Norway Brian Greer, Portland State University, USA Luis Moreno-Armella, Cinvestav-IPN, Mxico

International Editorial Advisory Board

Mehdi Alaeiyan, Iran University of Science and Technology, Iran Miriam Amit, Ben-Gurion University of the Negev, Israel Ziya Argun, Gazi University, Turkey Ahmet Arikan, Gazi University, Turkey Hyman Bass, University of Michigan Raymond Bjuland, University of Stavanger, Norway Morten Blomhj, Roskilde University, Denmark Constantinos Christou, University of Cyprus, Cyprus Helen Doerr, Syracuse University, USA Paul Ernest, University of Exeter, UK Viktor Freiman, Universit de Moncton, Canada Fulvia Furinghetti, Universit di Genova, Italy Anne Birgitte Fyhn, Universitetet i Troms, Norway Marja van den Heuvel-Panhuizen, University of Utrecht, The Netherlands Laura Jacobsen, Radford University, USA Kristina Juter, Kristianstad University, Sweden Gabriele Kaiser, University of Hamburg, Germany Yasemin Kymaz, Ahi Evran niversitesi, Turkey Tinne Hoff Kjeldsen, Roskilde University, Denmark Jean-Baptiste Lagrange, IUFM-Reims, France Kyeonghwa Lee, Seoul National University Stephen Lerman, London South Bank University, UK Frank Lester, Indiana University, USA Richard Lesh, Indiana University, USA Claus Michelsen, University of Southern Denmark, Odense Reidar Mosvold, University of Stavanger Nicholas Mousoulides, University of Cyprus, Cyprus Norma Presmeg, Tenessee, USA Gudbjorg Palsdottir,University of Iceland Joo Pedro da Ponte, University of Lisbon, Portugal Demetra Pitta Pantazi, University of Cyprus, Cyprus Linda Sheffield, Northern Kentucky University, USA Olof Bjorg Steinthorsdottir, University of Northern Iowa Gnter Trner, University of Duisburg-Essen, Germany Renuka Vithal, University of KwaZulu-Natal, South Africa Dirk Wessels, UNISA, South Africa Nurit Zehavi, The Weizmann Institute of Science, Rehovot, Israel

AIMS AND SCOPE The Mathematics Enthusiast (TME) is an eclectic internationally circulated peer reviewed journal which focuses on mathematics content, mathematics education research, innovation, interdisciplinary issues and pedagogy. The journal is published on a print-on-demand basis by Information Age Publishing and the electronic version is hosted by the Department of Mathematical Sciences- The University of Montana. The journal supports the professional association PMENA [Psychology of Mathematics Education- North America] through special issues on various research topics. TME strives to promote equity internationally by adopting an open access policy, as well as allowing authors to retain full copyright of their scholarship contingent on the journals publication ethics guidelines: http://www.math.umt.edu/TMME/TME_Publication_Ethics.pdf The journal is published tri-annually. Articles appearing in the journal address issues related to mathematical thinking, teaching and learning at all levels. The focus includes specific mathematics content and advances in that area accessible to readers, as well as political, social and cultural issues related to mathematics education. Journal articles cover a wide spectrum of topics such as mathematics content (including advanced mathematics), educational studies related to mathematics, and reports of innovative pedagogical practices with the hope of stimulating dialogue between pre-service and practicing teachers, university educators and mathematicians. The journal is interested in research based articles as well as historical, philosophical, political, cross-cultural and systems perspectives on mathematics content, its teaching and learning. The journal also includes a monograph series on special topics of interest to the community of readers The journal is accessed from 110+ countries and its readers include students of mathematics, future and practicing teachers, mathematicians, cognitive psychologists, critical theorists, mathematics/science educators, historians and philosophers of mathematics and science as well as those who pursue mathematics recreationally. The editorial board reflects this diversity. The journal exists to create a forum for argumentative and critical positions on mathematics education, and especially welcomes articles which challenge commonly held assumptions about the nature and purpose of mathematics and mathematics education. Reactions or commentaries on previously published articles are welcomed. Manuscripts are to be submitted in electronic format to the editor in APA style. The typical time period from submission to publication is 8-12 months. Please visit the journal website at http://www.math.umt.edu/TMME/. Indexing Information Australian Education Index ; EBSCO Products (Academic Search Complete); EDNA; Directory of Open Access Journals (DOAJ); PsycINFO (the APA Index); MathDI/MathEDUC (FiZ Karlsruhe); Journals in Higher Education (JIHE); Ulrich's Periodicals Directory;

Bombacaceae Ceiba Tree in Bangalore 2013 Bharath Sriraman

THE MATHEMATICS ENTHUSIAST


(formerly The Montana Mathematics Enthusiast)

ISSN 1551-3440 Vol.10, Nos.1&2, 2013, pp.1-506

International Perspectives on Problem Solving Research in Mathematics Education Guest Edited by Manuel Santos-Trigo & Luis Moreno-Armella
-1. Editorial: Why (yet) another issue on problem solving? Bharath Sriraman (USA)...pp.1-2 0. Introduction to International perspectives on problem solving research in mathematics education Luis Moreno-Armella & Manuel Santos-Trigo (Mexico)..pp.3-8 1. Reflections on Problem Solving Theory and Practice Alan H. Schoenfeld (USA)......pp.9-34 2. Problem Solving in the Primary School (K-2) Richard Lesh (USA), Lyn English (Australia), Chanda Riggs & Serife Sevis (USA) .....pp.35-60 3. Prospective Teachers Interactive Visualization and Affect in Mathematical Problem-Solving Ins M Gmez-Chacn (Spain).......pp.61-86 4. Young Children Investigating Advanced Mathematical Concepts With Haptic Technologies: Future Design Perspectives Stephen Hegedus (USA).....pp.87-108 5. Cognitive processes developed by students when solving mathematical problems within technological environments Fernando Barrera-Mora & Aarn Reyes-Rodrguez (Mexico)....pp.109-136 6. Problem Solving and its elements in forming Proof Joanna Mamona-Downs & Martin Downs (Greece).pp.137-162 7. Becoming Aware Of Mathematical Gaps In New Curricular Materials: A Resource-Based Analysis Of Teaching Practice Jos Guzman (Mexico)& Carolyn Kieran (Canada)............................................pp.163-190

8. Mathematical Problem Solving in Training Elementary Teachers from a Semiotic Logical Approach Martn Socas & Josefa Hernndez (Spain).....pp.191-218 9. Developing problem solving experiences in practical action projects Franois Pluvinage (Mexico).....pp.219-244 10. Thoughts About Research On Mathematical Problem- Solving Instruction Frank K. Lester, Jr. (USA)....pp.245-278 11. Framing the use of computational technology in problem solving approaches Manuel Santos-Trigo (Mexico) & Matas Camacho Machn (Spain)..pp.279-302 12. Proof and Problem Solving at University Level Annie Selden & John Selden (USA)..pp.303-334 13. Cognition and Affect in Mathematics Problem Solving with Prospective Teachers Lorenzo J. Blanco, Eloisa Guerrero Barona & Ana Caballero Carrasco (Spain)....pp.335-364 14. Developing the art of seeing the easy when solving problems Alfinio Flores & Jaclyn Braker (USA)...pp.365-378 15. Two-step arithmetic word problems Enrique Castro-Martnez & Antonio Fras-Zorilla (Spain)....pp.379-406 16. Trajectory of a problem: a study in Teacher Training Alain Kuzniak, Bernard Parzysz & Laurent Vivier (France)......pp.407-440 17. Primary school teachers noticing of students mathematical thinking in problem solving Ceneida Fernndez, Salvador Llinares & Julia Valls (Spain).pp. 441-468 18. A Proposal for a Problem-Driven Mathematics Curriculum Framework Judith S. Zawojewski, Marta T. Magiera & Richard Lesh (USA)....pp.469-506

TME, vol10, nos.1&2, p .1 Editorial: Why (yet) another issue on Problem Solving?
Bharath Sriraman This is the 10th volume of The Mathematics Enthusiast, consisting of 500+ pages in 18 articles that give reflections, directions and the state of the art of mathematical problem solving as it relates to the field of mathematics education. This impressive collection compiled and guest edited by Manuel Santos-Trigo and Luis Moreno-Armella contains a treasure trove of scholarship from both the pioneers of this area of research (Alan Schoenfeld, Richard Lesh, Frank Lester, among others) as well as reports on new areas of study from Mexico, France and Spain. Two of the articles (Mamona-Downs & Downs, Selden& Selden) discuss the connections between problem solving and proof, and one piece (Flores & Braker) explores an interesting open-ended problem. There are many themes in this double issue- For instance those interested in advances in problem solving as a result of new technologies such as haptic devices will find articles (e.g., Hegedus) that report on cutting edge investigations. Others interested in cognition and learning trajectories as a result of problem solving practices will find articles that cater to this particular taste. The reflections by forerunners such as Alan Schoenfeld and Frank Lester are well worth reading for anyone that wants to catch up with developments in problem solving in the last 40 years. Mathematics education (in the U.S) has been victimized as not having really progressed in terms of experimental research by the National Mathematics Advisory Panel (see Greer, 2008), which prescribed algebra as a panacea to cure our students mathematical ills. As noted in an earlier survey (English & Sriraman, 2010) and numerous articles in this double issue, there have been tremendous advances in the area of problem solving which unfortunately did not translate into curricular or test-score gains as measured by the testing industry. Problem solving as implemented in schools in the 90s also became a fad caught in the pendulum swing of mathematics education reform. Polya style heuristics that capture the nuances of real mathematical thinking became didactically transposed and dogmatized by the textbook industry into prescriptive condition-action rules or flowcharts (Lesh & Sriraman, 2010). Several articles in this double issue revisit Polya style heuristics and capture its real essence. Some provide existence proofs of the mathematical thinking young children are capable of when presented with semi structured open-ended problems in conditions that foster novelty (see Lesh, English, Riggs & Sevis). This should offer the community hope that problem solving research and well documented empirically validated skill sets can be promoted and made relevant for the new generation of school children, particularly in an age where thinking across the disciplines is necessary in many professions. Hopefully this answers the question posed in the title of the editorial. The journal imposed an 18 month embargo on submissions (which will end on 04/2014) to clear up the backlog of articles as well as make room for special issues in the works. In 2011, the journal received the honor of being selected by National Science Foundation's Math and Science Partnership (MSP) program committee to assemble and publish a set of papers over the next two years to expand avenues for more MSP projects to share what they are learning about

The Mathematics Enthusiast, ISSN 1551-3440, Vol. 10, nos.1&2, pp. 1-2

2013The Author(s) & Dept. of Mathematical Sciences-The University of Montana

Sriraman
mathematics and science education through an internationally recognized peer-reviewed journal that is widely available. Over the next two years some special issues, starting with Vol10, no3 [July 2013] will feature articles reporting on MSP projects. These projects include large partnerships targeting science and/or mathematics teaching and learning in specific grade bands or disciplinary areas, institute partnerships focusing on developing teacher leadership, partnership incubator (or Start) projects focusing on learning about institutional partnership development. Another important change to be noted is that TME now allows authors to retain full copyright of their work as opposed to transferring it to publishing entities that use our work to generate profit (Sriraman, 2012). Indeed the journal now exists as an independent entity, with open access, as well as supports professional associations like PMENA and other grass roots research groups by providing a peer reviewed outlet for ongoing research. Vol.11, no.3 [July 2014] will feature articles synthesizing 5+ years of research within the PMENA working group on Pre-service Elementary Mathematics Teacher Content Knowledge. This topic is particularly poignant to me since the first issue of this journal (vol1, no1, 04/2004) was the result of four idealistic elementary school teachers believing in the mission of this journal and writing about their attempts to reconcile the mathematics content they were learning in a mathematics for elementary school teachers course with existing mathematics education research found in practitioners journals as well as standards imposed by institutions framing policy. I am thankful to the community for supporting the mission and the existence of this journal. Ten years ago, I dared to dream and imagine the possibilities of and for this journal. Time and dedicated work have allowed it to flourish in myriad uncharted directions and benefit many people. I wish the editors, authors and readers of The Mathematics Enthusiast a Happy 2013Unlike the doomsday soothsayers predictions things continue to exist! To that end for T(i)ME to continue to exist (pun intended), I ask for your continued support Bangalore, India Jan 4, 2013. References English, L., & Sriraman, B (2010) Problem solving for the 21st Century. In B. Sriraman & L. English (Eds.) Theories of Mathematics Education : Seeking New Frontiers. Springer, pp. 263-285. Greer, B. (2008). Critical Notice on the National Mathematics Advisory Panel Report. The Montana Mathematics Enthusiast, 5(2&3),365-428 Lesh, R., & Sriraman, B. (2010). Reconceptualizing mathematics education as a design science. In B.Sriraman & L. English (Eds). Theories of Mathematics Education: Seeking New Frontiers. Springer, pp. 123-146. Sriraman, B. (2012). Dogmatism and the Knowledge Industry: More accurately assessing the work of gifted scholars. In D. Ambrose, R. Sternberg, B. Sriraman (Eds) Confronting Dogmatism in Gifted Education. Routledge, Taylor and Francis, pp.115-127.