points made in this article and reflect on my knowledge and past experiences with the word tolerance.In 2000, the NCTM’s Principals and Standards document stated:Solving problems is not only a goal of learning mathematicsbut also a major means of doing so…. Problem solving is anintegral part of all mathematics learning, and so it should not be an isolated part of the mathematics program. Problem sol-ving in mathematics should involve all the five content areasdescribed in these Standards…. Good Problems will integratemultiple topics and will involve significant mathematics. (p.52)There are five values to teaching through problem solving. The first value is that it places the focus of the student’s attention on ideas and sense making rather than memorization of facts. Second, problem solving develops “mathematical power”. This means that when students are problem solving in class, they will be attending to all five of the NCTM’s process standards. Another value is problem solving develops the belief in students that they are capable of doing mathematics and that mathematics makes sense. The fourth value is problem solving provides ongoing assessment data that can be used to make instructional decisions, help students succeed, and inform parents. The final value of teaching through problem solving is that it is fun! When learning is fun, students have a better chance of remembering it later.Promoting critical thinking and problem solving is crucial, not only for mathematics education, but in education in general. By teaching students these skills they have a better chance at succeeding in real life besides succeeding at an education. Many teachers have not always promoted these strategies. We, as future professional educators, need to realize the importance and need for this type of instructional approach....
