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ERIC Number: EJ867556
Record Type: Journal
Publication Date: 2010-Feb
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0742-051X
Teachers' Approaches towards Word Problem Solving: Elaborating or Restricting the Problem Context
Depaepe, Fien; De Corte, Erik; Verschaffel, Lieven
Teaching and Teacher Education: An International Journal of Research and Studies, v26 n2 p152-160 Feb 2010
This contribution reports about a seven-month long video-based study in two regular Flemish sixth-grade mathematics classrooms. The focus is on teachers' approaches towards problem solving. In our analysis we distinguished between a paradigmatic-oriented (focus on the mathematical structure) and a narrative-oriented (focus on the contextual aspects of a problem) perspective on the problem-solving process. The findings have highlighted that the word problem-solving lessons were more dominated by a paradigmatic than a narrative approach and that interventions in which the relation between the mathematics structure and the realistic constraints of the problem context is addressed, were rare. (Contains 3 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education; Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Belgium