Peer reviewedERIC Number: EJ467677
Record Type: Journal
Publication Date: 1993
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
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Available Date: N/A
An Examination of the Problem-Solving Conceptualizations of Inservice Teachers.
Funkhouse, Charles
School Science and Mathematics, v93 n2 p81-85 Feb 1993
Inservice teachers (n=180) participating in seven mathematical problem-solving workshops were asked to define problem solving. An item analysis of the written responses indicated that 67% of the responses were conceptually or terminologically vague. Precise definitions fell into three categories: strategy-based (12%), skills-based (9%), and other-based (12%). (25 references) (MDH)
Descriptors: Cognitive Measurement, Cognitive Structures, Definitions, Elementary School Teachers, Elementary Secondary Education, Inservice Teacher Education, Item Analysis, Mathematics Education, Mathematics Teachers, Problem Solving, Schemata (Cognition), Secondary School Teachers, Teacher Workshops
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
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Grant or Contract Numbers: N/A
Author Affiliations: N/A
