Artifacts as sources for problem-posing activities

Author:

Bonotto Cinzia

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference54 articles.

1. Bonotto, C. (2003). Investigating the mathematics incorporated in the real world as a starting point for mathematics classroom activities. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 129–136). Honolulu: Hawaii University.

2. Bonotto, C. (2005). How informal out-of-school mathematics can help students make sense of formal in-school mathematics: The case of multiplying by decimal numbers. Mathematical Thinking and Learning. An International Journal, 7(4), 313–344.

3. Bonotto, C. (2006). Extending students’ understanding of decimal numbers via realistic mathematical modeling and problem posing. In J. Novotná, H. Moraová, M. Krátká, & N. Stehlíková (Eds.), Proceedings of the 30th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 193–200). Prague: Prague Charles University.

4. Bonotto, C. (2009). Working towards teaching realistic mathematical modeling and problem posing in Italian classrooms. In L. Verschaffel, B. Greer, W. Van Dooren, & S. Mukhopadhyay (Eds.), Words and worlds: Modelling verbal descriptions of situations (pp. 297–313). Rotterdam: Sense Publishers.

5. Bonotto, C. (2010). Engaging students in mathematical modeling and problem posing activities. Journal of Mathematics Modeling and Applications, 1(3), 18–32.

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