Teaching Mathematics via Problem Solving: A Course for Prospective Elementary Teachers.

Jonathan is nearly two years old. Ihe world, through his eyes, is a wonderful place, full of odd quirks and curiosities .. His explorations often leave him "stuck," both cognitively and physically. His parents know this from his furrowed brow and barely audible, "Hmmm." When he first started getting stuck, it was not uncommon for him to cry to his parents for help .. After many quiet responses of "You can figure it out, Jon," his favorite line has become, "Jon do it." Children enter school with an almost insatiable curiosity and a determination to do things for themselves. It is as though they can hardly wait to be adults so that they no longer have to suffer the imposition of "l"t me help you " Why, then, does it seem that so many of our university undergraduate students no longer share the wonderment of two-year-olds? Too many seem to have lost their excitement when confronted with new and curious situations This seems especiaily true in the mathematics classroom where they are frequently unwilling to investigate any problem and its solution without the instructor's direct intervention The favorite line is no longer "Jon do it," but rather "Teacher do it" It is possible, however, to create a classroom atmosphere that not only expects students to "do it," but actively encourages and supports students' explorations and autonomy In this paper we describe a mathematics course for prospective elemantary teachers that has teaching (and learning) mathematics via problem solving at its core We believe that this view of mathematics instruction helps prospective teachers to begin to understand and appreciate the value of establishing a classroom climate that allows students to take charge of their own learning