ABSTRACT
This chapter is concerned with teaching and learning of mathematical problemsolving skill. In particular, the chapter explores four potentially learnable aspects of mathematical problem solving: (1) translation training, which involves teaching students how to transform each sentence of a problem into an internal representation, (2) schema training, which involves teaching students how to integrate the information into a coherent representation, (3) strategy training, which involves teaching students how to devise and monitor solution plans, and (4) algorithm automaticity, which involves teaching students to effortlessly use arithmetic and algebraic procedures. The theme of this chapter is that learning to solve mathematical problems requires the acquisition of large amounts of domain-specific knowledge.
