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Mathematical problem posing, or authoring mathematical tasks, can allow students to integrate their interests and experiences into the classroom. Little research has explored different designs for scaffolding or facets of posed problem quality, parti
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::253b2a2a1c25554b2ffee08aa824061c
Publikováno v:
Educational Measurement: Issues and Practice. 39:113-115
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c6d88b2b541b2d4ba5966906a4fe66f1
https://doi.org/10.1111/emip.12344
https://doi.org/10.1111/emip.12344
