Abstract
An exploratory confluence framework for analysing mathematical problem solving in socially different educational contexts is introduced. The central premise of the framework is that a key solution idea to a problem can be constructed by a solver as a result of shifts of attention that come from individual effort, interaction with peer problem solvers or interaction with a source of knowledge about the solution. The framework consolidates some existing theoretical developments and aims at addressing the perennial educational challenge of helping students become more effective problem solvers.
| Original language | English |
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| Title of host publication | Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education |
| Editors | Konrad Krainer, Naďa Vondrová |
| Pages | 2668-2674 |
| Number of pages | 7 |
| ISBN (Electronic) | 978-80-7290-844-8 |
| State | Published - Feb 2015 |
| Externally published | Yes |
| Event | 9th Congress of the European Society for Research in Mathematics Education - Charles University, Prague, Czech Republic Duration: 1 Feb 2015 → 8 Feb 2015 Conference number: 9th https://hal.archives-ouvertes.fr/CERME9 |
Publication series
| Name | Proceedings of the Congress of the European Society for Research in Mathematics Education |
|---|---|
| Volume | 9 |
Conference
| Conference | 9th Congress of the European Society for Research in Mathematics Education |
|---|---|
| Abbreviated title | CERME |
| Country/Territory | Czech Republic |
| City | Prague |
| Period | 1/02/15 → 8/02/15 |
| Internet address |