Criteria used by mathematics teachers to pose problems in the classroom

Código QR

Criteria used by mathematics teachers to pose problems in the classroom

Detalles Bibliográficos
Autores principales:	Pino-Fan, Luis R., Báez-Huaiquián, Daniela Ilse, Molina-Cabero, Juan G., Hernández-Arredondo, Elizabeth
Formato:	Online
Idioma:	spa
Publicado:	Universidad Nacional, Costa Rica 2020
Acceso en línea:	https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/13796

Ejemplares similares

Assessment Criteria Cited, Perceived, and Used by Mathematics Teachers in Primary Education
por: Marques-Oliveira, Maria-João, et al.
Publicado: (2022)

Use Theory: considerations about the threat posed by mathematics
por: Borba dos Reis, Jean
Publicado: (2020)

Teachers’ specialized knowledge through problem posing in pre-school education
por: Martín-Díaz, Juan Pedro, et al.
Publicado: (2022)

A scheme to analyses the statements of the student in context of problem posing
por: Espinoza-González, Johan, et al.
Publicado: (2015)

The experiences of teachers of mathematics in classroom work with blind people
por: Bolaños-González, Helen, et al.
Publicado: (2016)

Suitability criteria used by future primary school teachers in the assessment of math educational videos
por: Burgos Navarro, María, et al.
Publicado: (2021)

Inferential reasoning of high school mathematics teachers about t-Student statistic
por: Lugo-Armenta, Jesús Guadalupe, et al.
Publicado: (2022)

Problem solving in the teaching of single variable differential and integral calculus: Perspective of mathematics teachers
por: Alfaro-Carvajal, Cristian, et al.
Publicado: (2018)

Competencies of pre-service mathematics teachers when transforming the representations of a function
por: Amaya De Armas, Tulio, et al.
Publicado: (2021)

Criteria guiding mathematics professors practice in engineering basic science courses
por: Garcés-Córdova, Walmer, et al.
Publicado: (2022)

The initial education of teachers in Chile: ‘voices’ of the Chilean community of research in Mathematics Education
por: Pino-Fan, Luis R., et al.
Publicado: (2018)

Mathematical Impossibility in History and in the Classroom
por: Lützen, Jesper
Publicado: (2014)

Bounded Variables nonlinear Multiple Criteria Optimization using Scatter search
por: Beausoleil, Ricardo P.
Publicado: (2004)

Cognitive and social skills in collaborative solution of mathematical problems
por: Chandia, Eugenio, et al.
Publicado: (2022)

Revisiting “Can Frege Pose Frege’s Puzzle?”
por: Glezakos, Stavroula
Publicado: (2015)

Frege’s Puzzle: Can we pose it on Frege’s Behalf?
por: Ruffino, Marco
Publicado: (2015)

Posing Frege’s Puzzle Without Presupposing Linguistic Senses
por: Bochner, Gregory
Publicado: (2015)

Competence Approach: Educational Problems Faced by Teachers
por: Robles-Haros, Blanca Isela, et al.
Publicado: (2015)

Correction in the ESL classroom: What teachers do in the classroom and what they think they do
por: Marina Vásquez Carranza, Luz
Publicado: (2007)

Mathematical Modeling in the Training Process of Secondary Mathematics Teachers
por: Chavarría-Vásquez, Jesennia, et al.
Publicado: (2024)

Didactics and Inclusion in Mathematics Classrooms. Analysis of a Case in Chile
por: Filippi-Peredo, Cecilia, et al.
Publicado: (2021)

Exploratory teaching of geometry using dynamic geometry software and learning of mathematics teachers: A systematic review
por: Gutiérrez-Araujo, Rafael Enrique, et al.
Publicado: (2023)

Analyzing a problem-solution pattern in the transcription of a conversation: suggestions for the EFL classroom
por: Navas Brenes, César Alberto
Publicado: (2005)

Emotional profile of mathematics teachers
por: García-González, María S., et al.
Publicado: (2020)

Teacher and Learner Perceptions of Language-Learning Problem Areas
por: Hasbún Hasbún, Leyla
Publicado: (2009)

Specialized Knowledge of Prospective Mathematics Teachers on the Concept of Mathematical Proof
por: Alfaro-Carvajal, Christian Roberto, et al.
Publicado: (2024)

What modes of use does the mathematics teacher propose in initial training to teach the Pythagorean theorem in secondary education?
por: Chaverri-Hernández, Jorhan José, et al.
Publicado: (2020)

Representation in the solution of mathematical problems: an analysis of metacognitive strategies of secondary education students
por: Arteaga-Martínez, Blanca, et al.
Publicado: (2020)

Adaptation and Validation of a Scale of Self-Regulation of Learning in Mathematical Problem Solving
por: Landa, Josune, et al.
Publicado: (2024)

The use of problem-based learning in the construction of knowledge in accounting
por: Urrutia-Heinz, Michele, et al.
Publicado: (2020)

Are the criteria of Welfare Economics satisfactory?
por: Rodríguez Soto, Jorge A., et al.
Publicado: (2024)

Norms that regulate the management of virtual mathematics classes in the COVID-19 context
por: Peña, Cristina N., et al.
Publicado: (2021)

Teachers' mathematical knowledge of parabolas: Designing an instrument for research
por: Advíncula Clemente, Elizabeth, et al.
Publicado: (2021)

Mathematics Teachers Preparation: Relevant Aspects
por: Fonseca Castro, Jennifer, et al.
Publicado: (2013)

Creation of proportionality problems for the training of prospective primary school teachers
por: Burgos, María, et al.
Publicado: (2023)

Knowledge of mathematics teachers in initial training regarding mathematical proofs: Logic-mathematical aspects in the evaluation of arguments
por: Alfaro-Carvajal, Christian, et al.
Publicado: (2022)

Conceptual and statistical problems associated with the use of diversity indices in ecology
por: Barrantes, Gilbert, et al.
Publicado: (2009)

Sensitivity, Affectivity, and Reflection in the Classroom: A Lack in Teacher's Work
por: Madríz Rojas, Marco, et al.
Publicado: (2012)

Knowledge of prospective mathematics teachers on notable products
por: Graciano-Barragan, Judith, et al.
Publicado: (2021)

An Analysis of Students’ Mathematical Reasoning in Solving Probability Problems Judging from Learning Styles: The Converger
por: Arifanti, Dwi Risky, et al.
Publicado: (2024)