Abstract
Steffe suggests that researchers in teaching experiments should act as instructors: “A distinguishing characteristic of the technique is that the researcher acts as a teacher” (Steffe, 1991, p. 177). The implementation of constructivist pedagogy requires that students must be encouraged and guided to construct knowledge, to discover and create meaning of mathematics themselves.
Cite
CITATION STYLE
APA
Baker, W. (2016). Koestler’s theory as a foundation for problem-solving. In The Creative Enterprise of Mathematics Teaching Research: Elements of Methodology and Practice - From Teachers to Teachers (pp. 267–286). Sense Publishers. https://doi.org/10.1007/978-94-6300-549-4_23
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