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Recent research in problem solving has shifted its focus to actual
classroom implementation and what is really going on during problem
solving when it is used regularly in classroom. This book seeks to
stay on top of that trend by approaching diverse aspects of current
problem solving research, covering three broad themes. Firstly, it
explores the role of teachers in problem-solving classrooms and
their professional development, moving onto-secondly-the role of
students when solving problems, with particular consideration of
factors like group work, discussion, role of students in
discussions and the effect of students' engagement on their
self-perception and their view of mathematics. Finally, the book
considers the question of problem solving in mathematics
instruction as it overlaps with problem design, problem-solving
situations, and actual classroom implementation. The volume brings
together diverse contributors from a variety of countries and with
wide and varied experiences, combining the voices of leading and
developing researchers. The book will be of interest to any reader
keeping on the frontiers of research in problem solving, more
specifically researchers and graduate students in mathematics
education, researchers in problem solving, as well as teachers and
practitioners.
This book collects recent research on posing and solving
mathematical problems. Rather than treating these two crucial
aspects of school mathematics as separate areas of study, the
authors approach them as a unit where both areas are measured on
equal grounds in relation to each other. The contributors are from
a vast variety of countries and with a wide range of experience; it
includes the work from many of the leading researchers in the area
and an important number of young researchers. The book is divided
in three parts, one directed to new research perspectives and the
other two directed to teachers and students, respectively.
This book collects recent research on posing and solving
mathematical problems. Rather than treating these two crucial
aspects of school mathematics as separate areas of study, the
authors approach them as a unit where both areas are measured on
equal grounds in relation to each other. The contributors are from
a vast variety of countries and with a wide range of experience; it
includes the work from many of the leading researchers in the area
and an important number of young researchers. The book is divided
in three parts, one directed to new research perspectives and the
other two directed to teachers and students, respectively.
Recent research in problem solving has shifted its focus to actual
classroom implementation and what is really going on during problem
solving when it is used regularly in classroom. This book seeks to
stay on top of that trend by approaching diverse aspects of current
problem solving research, covering three broad themes. Firstly, it
explores the role of teachers in problem-solving classrooms and
their professional development, moving onto-secondly-the role of
students when solving problems, with particular consideration of
factors like group work, discussion, role of students in
discussions and the effect of students' engagement on their
self-perception and their view of mathematics. Finally, the book
considers the question of problem solving in mathematics
instruction as it overlaps with problem design, problem-solving
situations, and actual classroom implementation. The volume brings
together diverse contributors from a variety of countries and with
wide and varied experiences, combining the voices of leading and
developing researchers. The book will be of interest to any reader
keeping on the frontiers of research in problem solving, more
specifically researchers and graduate students in mathematics
education, researchers in problem solving, as well as teachers and
practitioners.
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