Summary Of Larry Buschman's Article On Mythmatics

The article “Mythmatics” by Larry E. Buschman concentrates on the common myths that educators tend to believe about having problem-centered mathematics instruction. These myths are addressed to ensure that children are not “robbed of the opportunities to acquire important mathematical abilities, to practice valuable life-skills, and to experience the feeling of personal satisfaction and empowerment that comes from solving challenging problems” There are twelve myths addressed in the article. The first myth is that problem solving means doing word (story) problems. This is the traditional way of thinking about problem solving. There are many ways that one can make story problems more meaningful learning. These include basing the problems on
classroom or school events of activities, base the problems on children’s literature, let the children create their own story problems, etc. The second myth is that problem solving is best taught as a separate topic. Problem solving should extend in to all mathematics learning. The third myth is that boys are better than girls in mathematics and problem solving. Myth four states that problems solving is best taught as heuristics and problem-solving strategies. Children are natural problem solvers and the discussion isn’t if problem-solving strategies should be taught, but rather how. The fifth myth is that young children cannot do problem solving, which is incorrect because children are naturally curious and natural problem solvers. Myth six discusses that children must learn the “basics” before young children can problem solve.
Buschman states that “children can solve a wide range of problems once they learn to count, represent their solution, and trust in themselves as budding mathematicians” The seventh myth states that children are motivated to learn math through competition and rewards, which is a myth because competition can reduce risk-taking and willingness. Myth eight is about how students will not do as well on standardized tests if classroom time is spent on activities other than basic-skills instruction. Myth nine states that getting the answer is still what matters most when doing the problem solving, which is not correct because the process is equally as important. Myth ten states that the process is important than the answer. Myth eleven is that everybody is right and all answers are equal. When teaching math, one needs to value other ideas, while also critiquing those ideas in a nonjudgmental way. The last myth is that the mistakes children make cause bad habits that are hard to break. Problem-solving is about learning from your mistakes and mistakes can lead to deeper understanding. By addressing and being cognizant of these myths concerning problem solving, educators can incorporate problem-solving into their
classroom.