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The influence of perceived constraints on teachers’ problem-solving beliefs and practices. (English)
Putt, Ian et al., MERGA 27: Mathematics education for the third millennium: Towards 2010. Vol. 1. , (ISBN 1-920846-04-2). 39-46 (2004).
This paper describes data collected from a study that examined links between the use of problem-solving teaching approaches in primary mathematics classrooms and teachers’ beliefs about the role of problem solving in learning mathematics. It appears that teachers held diverse views about the role of problem solving in mathematics teaching, that their reported practices were compatible with their beliefs, and that these beliefs and practices were influenced by identified, external constraints. The constraints included the grade level of the class, the school culture and time pressures.
Classification: C72 D42 D52 A62
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