Date of Submission

December 2000

Abstract

Aims. Problem-solving approaches to teaching mathematics have been recommended in curriculum documents for some time but there is evidence to suggest that there has been limited classroom implementation both in Australia as well as overseas. This investigation explored the level of implementation of mathematical problem solving in primary classrooms in NSW. Teachers' beliefs about the role of problem solving in learning mathematics as well as their classroom practices were also investigated.

Document Type

Thesis

Access Rights

Open Access

Extent

403 pages

Degree Name

Doctor of Philosophy (PhD)

Faculty

Faculty of Education

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