em should be mathematically significant, (b) the problem should occur in real-life, include real objects, or be an obvious simulation of a real occurrence, (c) the situation should capture the interest of the child, (d) the students should be able to solve the problem and know when he has the solution.
Traditional textbook instruction is teacher centered. The teacher and the textbook are the authority. The teacher and the textbook determine what the problems are and how they are to be solved. The standard algorithms are taught and used. This differs from a class which is using a standards based curriculum (a curriculum based on the standards of the NCTM). The standards based curriculum places more responsibility on the student to learn. The teacher is a coach, or facilitator to the student (Bay, B. J., Reys, & R. E. Reys, 1999; Wood & Sellers, 1996).
The shift from computation skills to applying mathematical concepts to problem-solving situations requires changes in teacher philosophy, teaching methods, the skills taught (the scope and sequence), and assessment strategies. These changes seem to be most difficult to achieve in the primary grades where students are least familiar with mathematical concepts and skills. The purpose of this project are twofold (a) to determine what factors and conditions contribute to, and are necessary for the development of a rich mathematics problem-solving environment in the primary grade classroom, (b) to develop a curriculum project which will include all elements necessary for primary students to develop a rich repertory of problem-solving skills.
In 1991, the NCTM gave the community of mathematics teachers a new set of standards. The first standard calls for mathematics as problem solving (NCTM, 1991). The standard for grades kindergarten through fourth grade states that;
The study of mathematics should emphasize problem solving so that students can--use problem-solving appr...