The role of multiple solution tasks in developing knowledge and creativity in geometry

By Anat Levav-Waynberg, R. Leikin. 2012

152 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/9f67491f67fe55316260bf2d416897706b791428

How researchers see this paper

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

In Education

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

In Experimental and Cognitive Psychology

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

In Statistics and Probability

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

Citations in the corpus

• Effects of prompting multiple solutions for modelling problems on students’ performance (2015, background): “Other benefits from developing multiple solutions are the strengthening of connections between different elements of knowledge (Dhombres 1993; Levav-Waynberg and Leikin 2012), a deeper understanding of the learning subject (Neubrand 2006), the support of students’ creativity (Leikin and…”
• Comparing Learning From Productive Failure and Vicarious Failure (2014, unknown): “…solutions to problems that target concepts they have not learned yet (e.g., diSessa, Hammer, Sherin, & Kolpakowski, 1991; Kapur, 2011b; Kapur & Kinzer, 2009; Levav-Waynberg & Leikin, 2012; Schwartz & Bransford, 1998; Schwartz & Martin, 2004; Terwel, van Oers, van Dijk, & van den Eeden, 2009).”