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Designing non-routine mathematical problems as a challenge for high-performing prospective teachers

Rechten: Alle rechten voorbehouden

Designing non-routine mathematical problems as a challenge for high-performing prospective teachers

Rechten: Alle rechten voorbehouden

Samenvatting

Designing non-routine mathematical problems is a challenging task, even for excellently performing prospective teachers in primary teacher education, especially when these non-routine problems concern knowledge at the mathematical horizon (HCK). In an experimental setting these prospective teachers were challenged to design non-routine HCK-problems. Acquiring HCK, the perspective of the problem solver in terms of heuristics, a cyclic design process, experts struggling themselves in designing problems were the most important effective characteristics of the learning environment that rise from this explorative study.
In Stylianides, G. J., & Hino, K. (Red.). Research Advances in the Mathematical Education of Pre-service Elementary Teachers: An International Perspective. Springer, New York.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
LectoraatWiskundig en analytisch vermogen van professionals
Gepubliceerd inResearch Advances in the Mathematical Education of Pre-service Elementary Teachers: An International Perspective Springer, New York
Jaar2017
TypeBoekdeel
ISBN978-3-319-68341-6, 978-3-319-68342-3
TaalEngels

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