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Mathematical Problem Solving and New Information Technologies pp 287–300Cite as

Problem Solving: Its Assimilation to the Teachers's Perspective

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Part of the book series: NATO ASI Series ((NATO ASI F,volume 89))

Abstract

It is argued that “problem solving” has multiple meanings, according to the teacher's mathematics-related belief-system or perspective. A model of teacher belief-systems is proposed. It is argued that the central feature is a personal philosophy or conception of mathematics, and that this determines the teacher's understanding of the nature of problem solving. Also, mediated by other factors, it influences classroom behavior. Some supporting evidence is cited.

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Author information

Authors and Affiliations

  1. School of Education, University of Exeter, St. Luke, Heavitree Rd, Exeter, EX1 2LU, England

    Paul Ernest

Authors
  1. Paul Ernest
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Editor information

Editors and Affiliations

  1. Departamento de Educação, Faculdade de Ciências Universidade de Lisboa, Av. 24 de Julho, 134-4° P-1300, Lisboa, Portugal

    João Pedro Ponte  & João Filipe Matos  & 

  2. Secção de Ciências da Educação, Faculdade de Ciências e Tecnologia Universidade Nova de Lisboa, P-2825, Monte da Caparica, Portugal

    José Manuel Matos

  3. Instituto de Inovação Educacional, Travessa Terras de Sant'Ana-15, P-1200, Lisboa, Portugal

    Domingos Fernandes

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© 1992 Springer-Verlag Berlin Heidelberg

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Ernest, P. (1992). Problem Solving: Its Assimilation to the Teachers's Perspective. 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_20

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  • DOI: https://doi.org/10.1007/978-3-642-58142-7_20

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-63483-3

  • Online ISBN: 978-3-642-58142-7

  • eBook Packages: Springer Book Archive

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