Problem Posing in Primary School Teacher Training

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F15%3A43889279" target="_blank" >RIV/60076658:12410/15:43889279 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/67985840:_____/15:00447908

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-1-4614-6258-3_21" target="_blank" >http://dx.doi.org/10.1007/978-1-4614-6258-3_21</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-1-4614-6258-3_21" target="_blank" >10.1007/978-1-4614-6258-3_21</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Problem Posing in Primary School Teacher Training

Popis výsledku v původním jazyce

The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants' reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and inservice teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?

Název v anglickém jazyce

Problem Posing in Primary School Teacher Training

Popis výsledku anglicky

The chapter reports results of a survey whose aim was to contribute to research in the area of problem posing in teacher training. The core of the research project was empirical survey with qualitative design. Preservice and in-service teachers were posing problems in the environment of fractions and reflected on this activity in writing. Analysis of the posed problems and participants' reflections were to answer the following questions: (a) What shortcomings can be identified in the posed problems? (b) How are the posed problems perceived by preservice and inservice teachers? (c) What relations are there between quality of the posed problems and perception of this activity by their authors?

Druh

C - Kapitola v odborné knize

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název knihy nebo sborníku

Mathematical Problem Posing: From Research to Effective Practice

ISBN

978-1-4614-6257-6

Počet stran výsledku

15

Strana od-do

433-447

Počet stran knihy

569

Název nakladatele

Springer Science+Business Media New York

Místo vydání

New York

Kód UT WoS kapitoly

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