Annual – 1966 – NCTM Calgary Summer Meeting
Publication of the Mathematics Council of The Alberta Teachers’ Association
77 – 83
Solberg E. Sigurdson
Discovery teaching is mentioned, if not condoned, in every textbook and almost every article we pick up. However, it is seldom defined, the reason being that it seems very difficult to pin it down precisely. In fact, when anyone refers to discovery, he could mean a number of things. In this article I plan to explain a lesson that I taught recently. I have no particular need to call it “discovery teaching”, but I think it approaches some of the ideals we have in mind when we think of discovery. I have called it a discovery lesson, although this might be a poor title.
