Multiple Solutions for Real-World Problems, Experience of Competence and Students’ Procedural and Conceptual Knowledge

Author:

Achmetli Kay,Schukajlow Stanislaw,Rakoczy Katrin

Funder

Deutsche Forschungsgemeinschaft

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Reference49 articles.

1. Achmetli, K., Schukajlow, S., & Krug, A. (2014). Effects of prompting students to use multiple solution methods while solving real-world problems on students' self-regulation. In C. Nicol, S. Oesterle, P. Liljedahl, & D. Allan (Eds.), Proceedings of the Joint Meeting of PME 38 and PME-NA 36 (Vol. 2, pp. 1-8). Vancouver, Canada: PME.

2. Bandura, A. (2003). Self-efficacy: The exercise of control (6. printing. ed.). New York, NY: Freeman, Self-Efficacy.

3. Becker, J. P., & Shimada, S. (1997). The open-ended approach: A new proposal for teaching mathematics. Reston, VA: National Council of Teachers of Mathematics.

4. Blum, W., & Leiss, D. (2007). How do students and teachers deal with mathematical modelling problems? The example sugarloaf and the DISUM project. In C. Haines, P. L. Galbraith, W. Blum, & S. Khan (Eds.), Mathematical modelling (ICTMA 12): Education, engineering and economics (pp. 222–231). Chichester, England: Horwood.

5. Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology, 54(2), 199–231.

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