Universität zu Köln

Rott, Benjamin ORCID: 0000-0002-8113-1584 (2020). Teachers' Behaviors, Epistemological Beliefs, and Their Interplay in Lessons on the Topic of Problem Solving. Int. J. Sci. Math. Educ., 18 (5). S. 903 - 925. DORDRECHT: SPRINGER. ISSN 1573-1774

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Abstract

In this article, a theoretically derived grid is presented combining Polya's phases of the problem-solving process with the way in which teachers emphasize their students' strategic diversity in problem solving. It is used to categorize previous results from the literature. In an empirical part, the grid is also used to describe mathematics teachers' behaviors in lessons on the topic of problem solving. Additionally, these teachers' beliefs regarding mathematics and problem solving have been obtained with interviews. Comparisons of the teachers' behavior and their beliefs reveal the importance of beliefs in the context of teaching for problem solving.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Rott, Benjamin UNSPECIFIED orcid.org/0000-0002-8113-1584 UNSPECIFIED
URN:	urn:nbn:de:hbz:38-331919
DOI:	10.1007/s10763-019-09993-0
Journal or Publication Title:	Int. J. Sci. Math. Educ.
Volume:	18
Number:	5
Page Range:	S. 903 - 925
Date:	2020
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-1774
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language MATHEMATICS BELIEFS Multiple languages Education & Educational Research Multiple languages
URI:	http://kups.ub.uni-koeln.de/id/eprint/33191