Teachers’ Behaviors, Epistemological Beliefs, and Their Interplay in Lessons on the Topic of Problem Solving
作者： Benjamin Rott
DOI: 10.1007/S10763-019-09993-0
关键词:
摘要: In this article, a theoretically derived grid is presented combining Polya’s phases of the problem-solving process with way in which teachers emphasize their students’ strategic diversity problem solving. It used to categorize previous results from literature. an empirical part, also describe mathematics teachers’ behaviors lessons on topic Additionally, these beliefs regarding and solving have been obtained interviews. Comparisons behavior reveal importance context teaching for
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