Pre-Service Teachers' Conceptions and Beliefs about the Role of Real-World Knowledge in Mathematical Modelling of School Word Problems.

Verschaffel, L.; De Corte, E.; Borghart, I.

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Peer reviewed

ERIC Number: EJ553111

Record Type: Journal

Publication Date: 1997

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0959-4752

EISSN: N/A

Pre-Service Teachers' Conceptions and Beliefs about the Role of Real-World Knowledge in Mathematical Modelling of School Word Problems.

Verschaffel, L.; De Corte, E.; Borghart, I.

Learning and Instruction, v7 n4 p339-59 Dec 1997

Fourteen word problems, half of which were problematic from a realistic point of view, were administered to 332 Belgian preservice elementary school teachers who also saw answers given by 4 students. Results revealed a strong tendency to exclude real-world knowledge from spontaneous solutions and appreciations of student-supplied answers. (SLD)

Descriptors: Education Majors, Elementary Education, Elementary School Students, Elementary School Teachers, Foreign Countries, Higher Education, Knowledge Level, Mathematics Instruction, Problem Solving, Teacher Education, Word Problems (Mathematics)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Identifiers - Location: Belgium

Grant or Contract Numbers: N/A