Using a schematic model to represent influences on, and relationships between, teachers’ problem-solving beliefs and practices

Author:

Anderson Judy,White Paul,Sullivan Peter

Publisher

Springer Science and Business Media LLC

Subject

Education,General Mathematics

Reference41 articles.

1. Ambrose, R., Philipp, R., Chauvot, J., & Clement, L. (2003). A web-based survey to assess prospective elementary school teachers’ beliefs about mathematics and mathematics learning: An alternative to Likert scales. 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. 33–39), Hawai’i: PME.

2. Anderson, J. (1997). Teachers’ reported use of problem-solving teaching strategies in primary mathematics classrooms. In F. Biddulph & K. Carr (Eds.),People in mathematics education (Proceedings of the 20th annual conference of the Mathematics Education Research Group of Australasia, pp. 50–57). Rotorua, NZ: MERGA.

3. Anderson, J. (1998). One teacher’s problem solving beliefs and practices: Influences and coherence. In C. Kanes, M. Goos, & W. Warren (Eds),Teaching mathematics in new times (Proceedings of the 21st annual conference of the Mathematics Education Research Group of Australasia, pp. 45–52). Brisbane: MERGA.

4. Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia;J. Anderson,2003

5. Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia;J. Anderson,2004

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