Source: European Journal of Teacher Education, Volume 31, Issue 1 February 2008 , pages 89 – 100
Based on the notions of social and socio-mathematical norms we investigate how these are established during the interactions of pre-service teachers who solve mathematical problems. Norms identified in relevant studies are found in our case too; moreover, we have found norms related to particular aspects of the problems posed. Our results show that most of these norms, once established, enhance the problem-solving process. However, exceptions do exist, but they have a local orientation and a relatively small influence.
- What Factors Support or Inhibit Secondary Mathematics Pre-service Teachers’ Implementation of Problem-Solving Tasks during Professional Experience?
- Preparing Teacher-Students for Twenty-First-Century Learning Practices (PREP 21): A Framework for Enhancing Collaborative Problem-Solving and Strategic Learning Skills