Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
This paper analyzes the different solutions proposed by a group of 15 mathematics teachers to a routine arithmetic problem, with the aim of identifying the contribution provided by multiplesolution tasks in the training and continuing education of teachers. The theoretical background of this work is...
Zapisane w:
Główni autorzy: | Barrera-Mora, Fernando, Reyes-Rodríguez, Aarón Víctor |
---|---|
Format: | Online |
Język: | spa |
Wydane: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2017
|
Dostęp online: | https://redie.uabc.mx/index.php/redie/article/view/971 |
Etykiety: |
Dodaj etykietę
Nie ma etykietki, Dołącz pierwszą etykiete!
|
Podobne zapisy
-
Multiple-Solutions Tasks: Mathematics Teachers’ Conceptual Structure
od: Barrera-Mora, Fernando, i wsp.
Wydane: (2017) -
Technological Dimensions in Tasks in Mathematics Textbooks
od: Hernández Sánchez, Judith Alejandra, i wsp.
Wydane: (2023) -
Strategies for Solving Multiplicative Structure Problems with Natural Numbers and Fractions
od: Zorrilla, Cristina, i wsp.
Wydane: (2023) -
Structuring Mathematical Context by Means of Problems: A Mechanism for Achieving Effective Knowledge in Higher Educatio
od: Guerrero Seide, Eloy
Wydane: (2004) -
The Curriculum. Conceptual and Practical Tensions
od: Díaz Barriga, Ángel
Wydane: (2003)