Students are gestated to cultivate problem-solving skills that includes problem defining, prescribing inferences, and canvassing the accuracy of solutions

Students should be involved in sense making. One should teach mathematics as if it were an ill-structured discipline: a domain in which multiple inferences, polemics, and controversial issues are called for and genuine. In the first step in expressing their mathematical thinking in words, they normally do not follow very specific language. Learning to think mathematically obligates some interposed strategies in order to bridge the gap between student's ordinary language and the language of mathematics. Teachers nudge in strengthen the mathematical thinking of student make a gamut, fluctuating from more direct methods in which the teacher gives an answer, a substantiation, or a leading question, to less direct methods that facilitate and simplify students to develop their thinking mechanism or to reverberate on their queries and acumen. Some examples of less direct methods to enhance mathematical thinking are non-leading questions, summarizing a discussion, connecting ideas, and problem-solving steps to be taken; and the use of wait-time, in which a teacher masquerade a query and gives appropriate time for the student to just go through and elaborate his or her reasoning. ...Show more