Problematising learning to teach through mathematical problem posing
Bibliographic Data
| ID | 21577524 |
|---|---|
| Authors | Kenneth Ruthven (0000-0002-5186-6707, University of Cambridge, corresponding author) |
| Year | 2020 |
| Volume | 102 |
| Pages | 101455 |
| Publication date | 2020-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0883-0355 • E-ISSN: 1873-538X |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ijer.2019.07.004 |
| OpenAlex | W2966980010 |
| Language | EN |
| Citations received | 1 |
| References cited | 9 |
Business · Classroom management · Mathematics education · Mediation · Medical education · Observational study · Political science · Salary · Teacher Quality · Computer Science · Education and Technology Integration · Mathematics Education and Teaching Techniques · Medicine · Psychology · Teacher Education and Leadership Studies · Marketing
Problem posing in the context of teaching for advanced problem solving
Learning to teach through mathematical problem posing
Learning to pose collaborative mathematics problems with secondary prospective teachers
Teachers’ predictions of students’ mathematical thinking related to problem posing
Problem posing through investigations for the development and evaluation of proof-related skills and creativity skills of prospective high school mathematics teachers
An elementary mathematics teacher learning to teach using problem posing
Exploring the impact of a problem-posing workshop on elementary school mathematics teachers’ conceptions on problem posing and lesson design
Task Design In Mathematics Education
| Citations per year | 0.33 |
|---|---|
| Citation span | 2023 - 2023 (1) |
| Highly cited | No |