\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016f.00665}
\itemau{Baker, William}
\itemti{Koestler's theory as a foundation for problem-solving.}
\itemso{Czarnocha, Bronislaw (ed.) et al., The creative enterprise of mathematics teaching research. Elements of methodology and practice -- from teachers to teachers. Rotterdam: Sense Publishers (ISBN 978-94-6300-548-7/hbk; 978-94-6300-547-0/pbk; 978-94-6300-549-4/ebook). 267-286 (2016).}
\itemab
Summary: Steffe suggests that researchers in teaching experiments should act as instructors: ``A distinguishing characteristic of the technique is that the researcher acts as a teacher'' [{\it L. P. Steffe}, ``The constructivist teaching experiment: illustrations and implications", in: E. von Glaserfeld (ed.), Radical constructivism in mathematics education. Dordrecht: Kluwer Academic Publisher. 177--194 (1991), p. 177]. The implementation of constructivist pedagogy requires that students must be encouraged and guided to construct knowledge, to discover and create meaning of mathematics themselves.
\itemrv{~}
\itemcc{D50 D20 D40}
\itemut{problem solving; teaching research; teaching experiments; constructivist pedagogy}
\itemli{doi:10.1007/978-94-6300-549-4\_23}
\end