Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Sarina Scharnberg"'
Publikováno v:
PraxisForschungLehrer*innenBildung, Vol 6, Iss 2 (2024)
In task-based mathematics classes, where several solution approaches may be valid, diagnosing students’ solution processes and adaptively supporting them is a significant challenge for teachers. The question arises as to how mathematics teachers ca
Externí odkaz:
https://doaj.org/article/9b07e0287c724fb8af764bd5d0b819cd
Autor:
Sarina Scharnberg
Publikováno v:
Kooperation von Universität und Schule fördern. Schulen stärken, Lehrerbildung verbessern. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2019, S. 163-182
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::5d13c72549a17bd6557756ffeb753406
https://doi.org/10.3224/84742209.09
https://doi.org/10.3224/84742209.09
Autor:
Sarina Scharnberg
Even though there exists limited knowledge on how exactly students acquire problem-solving competences, researchers agree that adaptive teaching interventions have the potential to support students‘ autonomous problem-solving processes. However, mo
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a6c3c1eaf5ab0c340fd346d09a844431
https://doi.org/10.37626/ga9783959871167.0.12
https://doi.org/10.37626/ga9783959871167.0.12
Autor:
Lukas Baumanns, Sarina Scharnberg
Based on seminal works of Pólya (1945) and Schoenfeld (1985), problem solving has become a major focus of mathematics education research. Even though there exists a variety of recent research on problem solving in schools, the research results do no
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::16430c239a10db0ee72f97551107c003
https://doi.org/10.37626/ga9783959871167.0.17
https://doi.org/10.37626/ga9783959871167.0.17