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dc.contributor.authorBailey, Judyen_NZ
dc.date.accessioned2018-02-14T03:27:25Z
dc.date.available2017en_NZ
dc.date.available2018-02-14T03:27:25Z
dc.date.issued2017en_NZ
dc.identifier.citationBailey, J. (2017). Embedding problem-solving in a primary mathematics programme. Waikato Journal of Education, 22(4), 19–31. https://doi.org/10.15663/wje.v22i4.555en
dc.identifier.urihttps://hdl.handle.net/10289/11650
dc.description.abstractNew Zealand curriculum documents have long referred to mathematics as a problem-solving endeavour. Although this has been an intended focus for more than 25 years, problem-solving has often been an aspect of mathematics teaching that has been overlooked (Holton, 2009). This research explores the experiences of one teacher who is committed to enhancing children’s learning by embedding a problem-solving approach within her mathematics programme. The teacher reports that while students respond positively to mathematics as problem-solving, a number of constraints have been encountered. The teacher’s ongoing efforts responding to these are shared.en_NZ
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherWilf Malcolm Institute of Educational Research, The University of Waikatoen_NZ
dc.rights© Copyright with the author. This work is licensed under a Creative Commons Attribution 3.0 License.
dc.titleEmbedding problem-solving in a primary mathematics programmeen_NZ
dc.typeJournal Article
dc.identifier.doi10.15663/wje.v22i4.555en_NZ
dc.relation.isPartOfWaikato Journal of Educationen_NZ
pubs.begin-page19
pubs.elements-id217736
pubs.end-page31
pubs.issue4en_NZ
pubs.volume22en_NZ


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