Search results for: Verschaffel Lieven
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This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare.
Updated: May. 09, 2010