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The innovative volume seeks to broaden the scope of research on
mathematical problem solving in different educational environments.
It brings together contributions not only from leading researchers,
but also highlights collaborations with younger researchers to
broadly explore mathematical problem-solving across many fields:
mathematics education, psychology of education, technology
education, mathematics popularization, and more. The volume's three
major themes-technology, creativity, and affect-represent key
issues that are crucially embedded in the activity of problem
solving in mathematics teaching and learning, both within the
school setting and beyond the school. Through the book's new
pedagogical perspectives on these themes, it advances the field of
research towards a more comprehensive approach on mathematical
problem solving. Broadening the Scope of Research on Mathematical
Problem Solving will prove to be a valuable resource for
researchers and teachers interested in mathematical problem
solving, as well as researchers and teachers interested in
technology, creativity, and affect.
This book contributes to both mathematical problem solving and the
communication of mathematics by students, and the role of personal
and home technologies in learning beyond school. It does this by
reporting on major results and implications of the Problem@Web
project that investigated youngsters' mathematical problem solving
and, in particular, their use of digital technologies in tackling,
and communicating the results of their problem solving, in
environments beyond school. The book has two focuses: Mathematical
problem solving skills and strategies, forms of representing and
expressing mathematical thinking, technological-based solutions;
and students and teachers perspectives on mathematics learning,
especially school compared to beyond-school mathematics.
This book contributes to both mathematical problem solving and the
communication of mathematics by students, and the role of personal
and home technologies in learning beyond school. It does this by
reporting on major results and implications of the Problem@Web
project that investigated youngsters' mathematical problem solving
and, in particular, their use of digital technologies in tackling,
and communicating the results of their problem solving, in
environments beyond school. The book has two focuses: Mathematical
problem solving skills and strategies, forms of representing and
expressing mathematical thinking, technological-based solutions;
and students and teachers perspectives on mathematics learning,
especially school compared to beyond-school mathematics.
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