An investigation of primary school teachers' problem-solving beliefs and practices in mathematics classrooms
An investigation of primary school teachers' problem-solving beliefs and practices in mathematics classrooms
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小学教师数学课堂问题解决信念与实践调查
DOI：
10.4226/66/5a8e47a24b795
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发表时间：
2000
影响因子：
3
通讯作者：
Judith Anderson
中科院分区：
文献类型：
--
作者：
Judith Anderson
目标。解决问题的数学教学方法已经在课程文件中推荐了一段时间，但有证据表明，无论是在澳大利亚还是在海外，课堂上的实施都很有限。本调查探讨了新南威尔士州小学课堂数学问题解决的实施水平。教师对解决问题在数学学习中的作用的信念以及他们的课堂实践也进行了调查。
Aims. Problem-solving approaches to teaching mathematics have been recommended in curriculum documents for some time but there is evidence to suggest that there has been limited classroom implementation both in Australia as well as overseas. This investigation explored the level of implementation of mathematical problem solving in primary classrooms in NSW. Teachers' beliefs about the role of problem solving in learning mathematics as well as their classroom practices were also investigated.