Improving the Teaching of Mathematical Problem Solving – A Collaborative Research Based on Theoretical Findings from Two PhD Dissertations
<p id="p1">This text briefly presents two PhDs achieved as part of a larger research project led by the team in mathematics didactics in Geneva on mathematical problem-solving at different school levels. The first PhD, by Maud Chanudet, examines teachers’ assessment practices in the context of...
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| Autores principales: | , , |
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| Formato: | Capítulo de libro |
| Lenguaje: | inglés |
| Publicado: |
IntechOpen
2023
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| Materias: | |
| Acceso en línea: | https://www.intechopen.com/chapters/88366 |
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| Sumario: | <p id="p1">This text briefly presents two PhDs achieved as part of a larger research project led by the team in mathematics didactics in Geneva on mathematical problem-solving at different school levels. The first PhD, by Maud Chanudet, examines teachers’ assessment practices in the context of a mathematics problem-solving course offered at a lower secondary level in Geneva. The second PhD, by Stéphane Favier, aims to document the work of students at different school levels (primary and lower secondary) in problem-solving situations, through detailed analyses of students’ work and interactions with each other and with the teacher. These two studies revealed ways to help teachers support students’ problem-solving activities. This led us to set up a collaborative project with teachers to study two complementary processes—devolution and institutionalization—with a view to developing a training resource. We’ll briefly introduce this new stage of our research.</p> |
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| ISBN: | 978-1-83769-255-2 |
| DOI: | 10.5772/intechopen.113258 |