When a problem is more than a teacher's question

被引：17

作者：

Olson, Jo Clay ^{[1
]}

Knott, Libby ^{[1
]}

机构：

[1] Washington State Univ, Pullman, WA 99164 USA

来源：

EDUCATIONAL STUDIES IN MATHEMATICS | 2013年 / 83卷 / 01期

关键词：

College teacher problem posing; Discourse; Instructional mindset; BELIEFS;

D O I：

10.1007/s10649-012-9444-4

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus instructors suggests that their mindset influences how they pose problems. In this paper, we describe the reflexive relationship between an instructor's mindset and problem-posing episodes.

引用

页码：27 / 36

页数：10

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