Abstract
This chapter discusses a long term attempt to inject a pupil-centred problem solving pedagogy in a primary school in Greece. The project involved the use of Logo programming, and aimed at cooperative work, active thinking and the self-initiated solving of problems. All pupils and teachers took part. The projects' elements: teacher education, curriculum development and research into pupils' and teachers' strategies, are described. Insights into the process of structuring openended problem-solving, the process and content of children's learning and the developing of teachers' agendas for intervention are offered.
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© 1992 Springer-Verlag Berlin Heidelberg
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Kynigos, C. (1992). Insights into Pupils’ and Teachers’ Activities in Pupil- Controlled Problem-Solving Situations: A Longitudinally Developing Use for Programming by All in a Primary School. In: Ponte, J.P., Matos, J.F., Matos, J.M., Fernandes, D. (eds) Mathematical Problem Solving and New Information Technologies. NATO ASI Series, vol 89. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-58142-7_16
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DOI: https://doi.org/10.1007/978-3-642-58142-7_16
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