Question: The text states that teaching through problem-solving might be described as an 'upside-down' approach (p. 15). Why would this be referred to an 'upside-down' approach?

The text states that teaching through problem-solving might be described as an 'upside-down' approach(p. 15). Why would this be referred to an'upside-down'approach?

2) How does classroom discourse and conceptual understanding impact teaching students to be effective problem-solvers?

3) Why is the inclusion of classroom discourse and problem-solving in early mathematics crucial to students' mathematic development?

4) The practices outlined on pages 16-17 (of the Van de Walle text) could be termed "intentional instruction and planning. Although there are those 'spontaneous' moments (sometimes called 'teachable moments') effective teaching does not happen inadvertently. After reading this and studying the Table2.1 Eight mathematical teaching practices that support student learningon those pages, choose two of the teaching practices and give a practical classroom application for each.

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