{"text_format":"2","workbook":"xls","n_sheets":1,"sheets":["report2"],"not_rendered":{"charts":0,"images":0,"macros":0,"external_links":1,"defined_names":1,"comments":0,"pivot_tables":0},"unopened":[],"bounds":{"document_bytes":16777216,"sheet_cells":100000,"run_cost":"one","rows_first":2000,"rows_last":500,"rows_between":2000,"halvings":0,"cell_chars":16384,"cell_head_chars":4096},"cells_cut":0,"cells_raw":0,"read":"whole","date_system":"1900","formulas":"cached_only"}

{"sheet":"report2","index":0,"n_rows":21,"n_cols":5,"rows_kept":21,"cut":false,"hidden":false,"merged":[[0,2,0,3],[0,4,0,5],[1,2,1,3],[1,4,1,5],[2,2,2,3],[3,2,3,3],[5,2,5,3],[6,2,6,3],[7,2,7,3],[8,2,8,3],[9,2,9,3],[15,2,15,3],[16,2,16,3],[18,2,18,3]],"flags":["formulas_cached_only"]}
[null,"1.","Record Nr.",null,"UNINA9910357854803321"]
[null,null,"Titolo",null,"Problem Solving in Mathematics Instruction and Teacher Professional Development / / edited by Patricio Felmer, Peter Liljedahl, Boris Koichu"]
[null,null,"Pubbl/distr/stampa",null,"Cham : , : Springer International Publishing : , : Imprint : Springer, , 2019"]
[null,null,"ISBN",null,"9783030292157"]
[{"$nulls":4},"3030292150"]
[null,null,"Edizione",null,"[1st ed. 2019.]"]
[null,null,"Descrizione fisica",null,"1 online resource (417 pages)"]
[null,null,"Collana",null,"Research in Mathematics Education, , 2570-4737"]
[null,null,"Disciplina",null,"510.71"]
[null,null,"Soggetti",null,"Mathematics - Study and teaching"]
[{"$nulls":4},"Learning, Psychology of"]
[{"$nulls":4},"Teachers - Training of"]
[{"$nulls":4},"Mathematics Education"]
[{"$nulls":4},"Instructional Psychology"]
[{"$nulls":4},"Teaching and Teacher Education"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,"Nota di contenuto",null,"Introduction -- Part I. Problem Solving in Mathematics Instruction: Reflections and Agendas -- Chapter 1: Embedding Problem Solving into School Mathematics -- Chapter 2: School Math Needs to Focus on Mathematics as a Study of Structure -- Chapter 3: Problem Solving as a Subject and as a Pedagogical Approach, and the On-Going Dialogue between Mathematics and Mathematics Education -- Chapter 4: On Facilitating Different Types of Problem-Solving Discourse: Focus on Heuristics, Connectivity and Aesthetics -- Part II. Design of Powerful Problem-Solving Situations -- Chapter 5: Pre-Parative and Post-Parative Play as Key Components of Mathematical Problem Solving -- Chapter 6: Alternatives Teaching Methods: Means to Promote Pupils’ Mathematical Understanding -- Chapter 7: The Design Of Problems That Promote Geometric Modeling As Context For Research On Instruction -- Chapter 8: A Mathematical Problem-Solving Approach Based on Digital Technology Affordances to Represent, Explore and Solve Problems via Geometric Reasoning -- Part III. Interplay of Factors Involved in Student Problem Solving -- Chapter 9: Collaborative Work of Students when Solving Mathematical Problems: Relationships between Different Dimensions -- Chapter 10: Attitude toward "]
[{"$nulls":4},"Mathematics; A Function that Affects Students’ Learning to Solve a Non-Routine Mathematical Problem -- Chapter 11: Problem Solving, the Enactivistic-Metaphoric Way -- Chapter 12: Arithmetic-Algebraic Problems and Analogical Reasoning -- Part IV. Effects of Engagement with Problem Solving Chapter 13: Changing Beliefs: The Case of First-Person Vicarious Experiences -- Chapter 14: Examining Sources of Self-Efficacy in Whole-Class Problem-Solving -- Chapter 15: Ensuring Equity through Using Culturally Embedded Group Worthy Tasks within Mathematical Inquiry Communities -- Part V. On the Role of Teachers in Problem-Solving Classrooms -- Chapter 16: Let Students Communicate their Ideas: How Instructors' Interactions Influence Team's Problem-Solving Capabilities -- Chapter 17: Teacher Questioning to Foster Mathematical Problem Solving in Two Professional Development Programmes -- Chapter 18: Mathematics Teachers’ Specialized Knowledge for Managing Problem-Solving Tasks -- Part VI. Teacher Professional Development and Problem Solving -- Chapter 19: Chaos, Control, and Need: Success and Sustainability of Professional Development in Problem Solving -- Chapter 20: Teachers’ Mathematical Tensions Surfacing during the First Session of a Professional Development Workshop Based on Problem Solving -- Chapter 21: Teachers’ Learning to Enhance Urban Students’ Participation through Problem Solving in Mathematics Classroom: The Case of Juan. ."]
[null,null,null,"Sommario/riassunto","Recent research in problem solving has shifted its focus to actual classroom implementation and what is really going on during problem solving when it is used regularly in classroom. This book seeks to stay on top of that trend by approaching diverse aspects of current problem solving research, covering three broad themes. Firstly, it explores the role of teachers in problem-solving classrooms and their professional development, moving onto—secondly—the role of students when solving problems, with particular consideration of factors like group work, discussion, role of students in discussions and the effect of students’ engagement on their self-perception and their view of mathematics. Finally, the book considers the question of problem solving in mathematics instruction as it overlaps with problem design, problem-solving situations, and actual classroom implementation. The volume brings together diverse contributors from a variety of countries and with wide and varied experiences, combining the voices of leading and developing researchers. The book will be of interest to any reader keeping on the frontiers of research in problem solving, more specifically researchers and graduate students in mathematics education, researchers in problem solving, as well as teachers and practitioners."]