Literaturnachweis - Detailanzeige
| Autor/inn/en | Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven |
|---|---|
| Titel | Teachers' Approaches towards Word Problem Solving: Elaborating or Restricting the Problem Context |
| Quelle | In: Teaching and Teacher Education: An International Journal of Research and Studies, 26 (2010) 2, S.152-160 (9 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0742-051X |
| DOI | 10.1016/j.tate.2009.03.016 |
| Schlagwörter | Problem Solving; Word Problems (Mathematics); Mathematics Instruction; Teaching Methods; Foreign Countries; Mathematical Formulas; Mathematical Models; Protocol Materials; Intermode Differences; Elementary School Mathematics; Classroom Techniques; Instructional Effectiveness; Belgium |
| Abstract | This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. In our analysis we distinguished between a paradigmatic-oriented (focus on the mathematical structure) and a narrative-oriented (focus on the contextual aspects of a problem) perspective on the problem-solving process. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare. (Contains 3 tables.) (As Provided). |
| Anmerkungen | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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