The role of sample pupil responses in problem-solving lessons: perspectives from a design researcher and two teachers
The benefits of learning mathematics by comparing, reflecting on and discussing multiple approaches to a problem are well-known (Silver, 2005). However, teachers using non-routine problem-solving tasks designed to encourage multiple approaches face challenges: understanding how pupils make sense of...
| Main Authors: | , , |
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| Format: | Conference or Workshop Item |
| Published: |
2014
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| Subjects: | |
| Online Access: | https://eprints.nottingham.ac.uk/32197/ |