Teachers' Problem Posing in Mathematics

Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F13%3A10194443" target="_blank" >RIV/00216208:11410/13:10194443 - isvavai.cz</a>
Výsledek na webu
<a href="http://dx.doi.org/10.1016/j.sbspro.2013.09.289" target="_blank" >http://dx.doi.org/10.1016/j.sbspro.2013.09.289</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.sbspro.2013.09.289" target="_blank" >10.1016/j.sbspro.2013.09.289</a>

Jazyk výsledku
angličtina
Název v původním jazyce
Teachers' Problem Posing in Mathematics
Popis výsledku v původním jazyce
The article deals with problem posing as a teachers' activity. Three categories of problem posers are considered according to their experience level - novices, specialists and experts. Three idea types - trial-error, semi-intentional and intentional ideas are analyzed in order to demonstrate differences between problem posing trajectories of the three groups. The idea types are illustrated by means of a case study.
Název v anglickém jazyce
Teachers' Problem Posing in Mathematics
Popis výsledku anglicky
The article deals with problem posing as a teachers' activity. Three categories of problem posers are considered according to their experience level - novices, specialists and experts. Three idea types - trial-error, semi-intentional and intentional ideas are analyzed in order to demonstrate differences between problem posing trajectories of the three groups. The idea types are illustrated by means of a case study.

Rok uplatnění
2013
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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