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Pre-Service Teachers’ Conceptions and Beliefs about the Role of Real-World Knowledge in Mathematical Modelling of School Word Problems. (English)
Learn. Instr. 7, No. 4, 339-59 (1997).
Fourteen word problems, half of which were problematic from a realistic point of view, were administered to 332 Belgian preservice elementary school teachers who also saw answers given by 4 students. Results revealed a strong tendency to exclude real-world knowledge from spontaneous solutions and appreciations of student-supplied answers. (ERIC)
Classification: F99
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