Is synchronous computer mediated collaborative problem-solving "justified" only when by distance? Teachers' point of views and interventions with co-located groups, during every day class activities

Firstly, student dyads discuss together so that their problem-solving processes and underlying knowledge could potentially be accessible to teachers and secondly, teachers discuss

During the second year of their Education Master’s, French novice teachers in Engineering or Design and Technology have to learn how to design tasks and activities to

In this article the rationale behind PISA and behind two domain-un- specific strands in problem solving research, the fields of interactive problem solving (IPS) and collaborative

We adopt a pragmatic perspective on learning, and a methodological approach using already analyzed material, to see whether and how the framework of epistemological move

We present the whole class discussion of a task involving quantitative difference in a 2 nd and a 3 rd grade classes and analyse how the teachers’ actions

They had also taken an elective addressing (among others) PS content, in which they were introduced to strategies and heuristics, problem posing and strategies

The role of students’ drawings in understanding the situation when solving an area word problem.. Manuel Ponce de León Palacios, Jose Antonio

Since working with software offers a broad spectrum of sta- tistical elements (e.g. center, spread, shift, etc.) which can be used in group comparisons even in large data- sets,