Do Students Enjoy Computing a Triangle’s Side? Enjoyment and Boredom While Solving Problems with and Without a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives-Reference-Cited by-同舟云学术

Do Students Enjoy Computing a Triangle’s Side? Enjoyment and Boredom While Solving Problems with and Without a Connection to Reality from Students’ and Pre-Service Teachers’ Perspectives

Published:2017-11-28 Issue: Volume: Page:
ISSN:0173-5322
Container-title:Journal für Mathematik-Didaktik
language:en
Short-container-title:J Math Didakt

Author:

Rellensmann Johanna,Schukajlow Stanislaw

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Link

http://link.springer.com/content/pdf/10.1007/s13138-017-0123-y.pdf

Reference63 articles.

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3. Behrmann, L., & Souvignier, E. (2013). The relation between teachers’ diagnostic sensitivity, their instructional activities, and their students’ achievement gains in reading. Zeitschrift für Pädagogische Psychologie, 27, 283–293.

4. Beswick, K. (2011). Putting context in context: an examination of the evidence for the benefits of ‘contextualised’ tasks. International Journal of Science and Mathematics Education, 9(2), 367–390.

5. Blum, W. (2015). Quality teaching of mathematical modelling: what do we know, what can we do? In S. J. Cho (Ed.), The proceedings of the 12th international congress on mathematical education: intellectual and attitudinal challenges (pp. 73–96). Cham: Springer.

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