ches to investigate and understand mathematical content; formulate problems from everyday and mathematical situations; develop and apply strategies to solve a wide variety of problems; verify and interpret results with respect to the original problem; acquire confidence in using mathematics meaningfully." (p. 25).
The value of the new standards, calling for the inclusion of problem solving in mathematics curricula, written by the NCTM is shown by research studies (Wood & Sellers, 1996, 1997). Wood and Sellers have demonstrated that children placed in a problem-centered curriculum have significantly higher achievement in mathematics than those in traditional textbook based instruction. These gains in concept understanding are seen after two years of instruction with problem-centered mathematics instruction; computation skills were equivalent to children in the traditional textbook curriculum. Further, these gains in mathematics concepts, computation, and motivation to learn, continue to be evident for at least one year after the
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