@inproceedings{6b3a11d200134435ae1b032973e881c4,
title = "HOW DO TEACHERS ADOPT AUTONOMOUS PROBLEM SOLVING AS A CLASSROOM PRACTICE?",
abstract = "Autonomous student problem solving is still rare in mathematics classes, and its incorporation in lessons requires profound knowledge and readiness of the teacher. In this paper we present a study conducted in the context of a professional development course aimed to enhance 12 teachers{\textquoteright} readiness to create opportunities for students{\textquoteright} autonomous problem solving. We characterize processes that the teacher-participants went through and report the extent to which the course achieved its goals. Based on qualitative and quantitative data, we offer a conceptual framework for characterizing the adoption processes and argue for the feasibility of the desirable change in the teacher readiness to adopt problem-solving instruction.",
author = "Rachel Zaks and Boris Koichu",
note = "Publisher Copyright: {\textcopyright} 2022 left to authors. All rights reserved.; 45th Annual Conference of the International Group for the Psychology of Mathematics Education, PME 2022 ; Conference date: 18-07-2022 Through 23-07-2022",
year = "2022",
language = "الإنجليزيّة",
isbn = "9788413021782",
series = "Proceedings of the International Group for the Psychology of Mathematics Education",
pages = "147--154",
editor = "Ceneida Fern{\'a}ndez and Salvador Llinares and {\'A}ngel Guti{\'e}rrez and N{\'u}ria Planas",
booktitle = "Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education, 2022",
}