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Posing and Solving Mathematical Problems

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Cover of 'Posing and Solving Mathematical Problems'

Table of Contents

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    Book Overview
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    Chapter 1 How Do Textbooks Incorporate Mathematical Problem Posing? An International Comparative Study
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    Chapter 2 Problem-Posing and Questioning: Two Tools to Help Solve Problems
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    Chapter 3 Affective Factors and Beliefs About Mathematics of Young Chilean Children: Understanding Cultural Characteristics
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    Chapter 4 On the Role of Corporeality, Affect, and Metaphoring in Problem-Solving
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    Chapter 5 Reformulating: Approaching Mathematical Problem Solving as Inquiry
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    Chapter 6 Improving of Mathematical Problem-Solving: Some New Ideas from Old Resources
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    Chapter 7 Part 1 Reaction: Problem Posing and Solving Today
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    Chapter 8 Can Mathematical Problem Solving Be Taught? Preliminary Answers from 30 Years of Research
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    Chapter 9 Teaching Mathematical Problem Solving in Hungary for Students Who Have Average Ability in Mathematics
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    Chapter 10 “Memorable Diagonals”: Exploratory Problems as Propositions for Doing Mathematics
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    Chapter 11 Pupils’ Drawings as a Research Tool in Mathematical Problem-Solving Lessons
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    Chapter 12 The Use of Digital Technology to Frame and Foster Learners’ Problem-Solving Experiences
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    Chapter 13 Proportional Word Problem Solving Through a Modeling Lens: A Half-Empty or Half-Full Glass?
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    Chapter 14 Conceptual Model-Based Problem Solving
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    Chapter 15 Reaction: Students, Problem Posing, and Problem Solving
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    Chapter 16 When Is a Problem…? “When” Is Actually the Problem!
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    Chapter 17 Novice Chilean Secondary Mathematics Teachers as Problem Solvers
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    Chapter 18 Infusing Mathematical Problem Solving in the Mathematics Curriculum: Replacement Units
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    Chapter 19 Mathematical Problem Posing: A Case of Elementary School Teachers Developing Tasks and Designing Instructions in Taiwan
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    Chapter 20 Mathematical Problem Solving and Teacher Professional Learning: The Case of a Modified PISA Mathematics Task
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    Chapter 21 Posing and Solving Mathematical Problems
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    Chapter 22 Reaction: Teachers, Problem Posing and Problem-Solving
Attention for Chapter 8: Can Mathematical Problem Solving Be Taught? Preliminary Answers from 30 Years of Research
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Chapter title
Can Mathematical Problem Solving Be Taught? Preliminary Answers from 30 Years of Research
Chapter number 8
Book title
Posing and Solving Mathematical Problems
Published by
Springer International Publishing, January 2016
DOI 10.1007/978-3-319-28023-3_8
Book ISBNs
978-3-31-928021-9, 978-3-31-928023-3
Authors

Frank K. Lester Jr., Jinfa Cai, Frank K. Lester

Editors

Patricio Felmer, Erkki Pehkonen, Jeremy Kilpatrick

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X Demographics

The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Mendeley readers

Mendeley readers

The data shown below were compiled from readership statistics for 76 Mendeley readers of this research output. Click here to see the associated Mendeley record.

Geographical breakdown

Country Count As %
Unknown 76 100%

Demographic breakdown

Readers by professional status Count As %
Student > Ph. D. Student 9 12%
Student > Master 8 11%
Lecturer 5 7%
Student > Doctoral Student 3 4%
Researcher 3 4%
Other 8 11%
Unknown 40 53%
Readers by discipline Count As %
Social Sciences 16 21%
Mathematics 14 18%
Unspecified 1 1%
Arts and Humanities 1 1%
Economics, Econometrics and Finance 1 1%
Other 3 4%
Unknown 40 53%