Teachers' approaches towards word problem solving: Elaborating or restricting the problem context

By Fien Depaepe, Erik De Corte, Lieven Verschaffel. 2010

100 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/739c98ec05689f9082f33c2306f966e470f96fc9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Arthur Bakker
2. K.P.E. Gravemeijer
3. W. Van Dooren
4. Lieven Verschaffel

In Education

1. W. Van Dooren
2. Lieven Verschaffel
3. Arthur Bakker
4. B. Pepin
5. K.P.E. Gravemeijer
6. Jaap de Koning
7. Kees Hoogland
8. Alexei Botchkarev

Citations in the corpus

• Changing representation in contextual mathematical problems from descriptive to depictive: The effect on students’ performance (2018, background): “This student behaviour is said to be reinforced by teachers’ approaches that tend to foreground the mathematical structure of the problem rather than the contextual aspects (Depaepe et al., 2010).”
• AN INVESTIGATION ON CHINESE TEACHERS’ REALISTIC PROBLEM POSING AND PROBLEM SOLVING ABILITY AND BELIEFS (2011, background): “Recently, some initial steps in this direction have been taken by Chapman (2009) and Depaepe, De Corte & Verschaffel (2010) .”