Teacher intervention during mathematical problem solving
A humanistic problem-solving inservice program is discussed in terms of its effect on how elementary teachers intervened during problem-solving instruction. The effect is discussed from the perspective of symbolic interaction, i.e., a focus on the teachers´ personal meaning and supporting symbolic...
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| Format: | article |
| Language: | por |
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1999
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| Online Access: | https://doi.org/10.48489/quadrante.22714 |
| Country: | Portugal |
| Oai: | oai:ojs.revistas.rcaap.pt:article/22714 |