Didactical variability in teacher education.
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F11%3A10108154" target="_blank" >RIV/00216208:11410/11:10108154 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Didactical variability in teacher education.
Original language description
Some school students can use taught knowledge in new contexts, while others although familiar with the taught algorithms are not able to apply their knowledge in new contexts. The main focus of the chapter is consideration of these inter-personal differences as an effect of the teachers' didactical variability in the domain of word problems. Students of teachers with weak didactical variability in the domain of word problems are strong in standard problems, while those of teachers with advanced didactical variability may be weaker in them but better performing when solving non-standard, non-algorithmic problems. The crucial question is how to increase teachers' didactical variability.
Czech name
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Czech description
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Classification
Type
C - Chapter in a specialist book
CEP classification
AM - Pedagogy and education
OECD FORD branch
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Result continuities
Project
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Continuities
S - Specificky vyzkum na vysokych skolach
Others
Publication year
2011
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Book/collection name
Constructing Knowledge for Teaching Secondary Mathematics Tasks to enhance prospective and practicing teacher learning
ISBN
978-0-387-09811-1
Number of pages of the result
14
Pages from-to
103-116
Number of pages of the book
327
Publisher name
Springer Science + Business Media
Place of publication
Berlin ? London ? New York
UT code for WoS chapter
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