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Original Title
Teaching mathematical problem-solving with the brain in mind: how can opening a closed problem help?
Parallel titleUcenje resevanja matematicnih problemov z upostevanjem mozganov: kako lahko pomaga odpiranje zaprtega problema?
SourceCEPS Journal 4 (2014) 2, S. 105-120
Document  (253 KB)
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Keywords (German)Problemlösen; Mathematikunterricht; Arbeitsgedächtnis; Offene Problemstellung; Sekundarbereich; Fachdidaktik; Bewusstheit; Kognitive Leistung; Aufgabenstellung; Beispiel; Gedächtnishilfe; Unterrichtsstrategie; Empirische Untersuchung; Ungarn
sub-disciplineCurriculum and Teaching / School Pedagogy
Teaching Didactics/Teaching Maths and Sciences
Document typeArticle (journal)
Year of creation
review statusPeer-Reviewed
Abstract (English):In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have attempted to implement some ideas in my teaching. In this article, I will report on my experience with a selected mathematical problem in mathematics lessons and group study sessions; I will demonstrate how I modified the problem, based on my experience with the students, and I will reflect on my studies of brain-based mathematics teaching and learning. (DIPF/Orig.)
other articles of this journalCEPS Journal Jahr: 2014
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Date of publication11.07.2014
CitationAmbrus, András: Teaching mathematical problem-solving with the brain in mind: how can opening a closed problem help? - In: CEPS Journal 4 (2014) 2, S. 105-120 - URN: urn:nbn:de:0111-opus-92174 - DOI: 10.25656/01:9217
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