Interesting and difficult mathematical problems: changing teachers’ views by employing multiple-solution tasks

By R. Guberman, R. Leikin. 2013

80 citations recorded by the source corpus.

Subfields: Applied Mathematics, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/8f297f8f7df5113e8822a00caaa6fd80efe8a9bd

How researchers see this paper

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

In Applied Mathematics

1. André Krug
2. S. Schukajlow

In Education

1. S. Schukajlow
2. André Krug
3. Katrin Rakoczy

In Statistics and Probability

1. André Krug
2. S. Schukajlow
3. Katrin Rakoczy

Citations in the corpus

• Do Multiple Solutions Matter? Prompting Multiple Solutions, Interest, Competence, and Autonomy (2014, background): “On the one hand, students are more interested in solving cognitively demanding tasks (e.g., Guberman & Leikin, 2013), presumably because solving these tasks supports feelings of autonomy and competence.”
• Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “Solving tasks that allow multiple solutions improves the professional development of teachers in problem solving (Guberman and Leikin 2013).”