1999
DOI: 10.1023/a:1003702003886
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Cited by 28 publications
(2 citation statements)
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“…Second, these problems help structure mathematical concepts in an appropriate way, strengthen mathematical understanding, and students learn by comprehending (Blum & Niss, 1991;de Lange, 1996, Pace, 2000Cooper & Harries, 2003). The use of realistic contexts in mathematical problems makes cooperation easier for students with different points of view, creates opportunities to restructure the schemas already existing in their minds (Dapueto & Parenti, 1999) and enables students to develop sophisticated solution strategies specific to that real life context (Gravemeijer & Doorman, 1999).…”
Section: Use Of Contexts In Problem Solving: Model-eliciting Activiti...mentioning
confidence: 99%
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“…Second, these problems help structure mathematical concepts in an appropriate way, strengthen mathematical understanding, and students learn by comprehending (Blum & Niss, 1991;de Lange, 1996, Pace, 2000Cooper & Harries, 2003). The use of realistic contexts in mathematical problems makes cooperation easier for students with different points of view, creates opportunities to restructure the schemas already existing in their minds (Dapueto & Parenti, 1999) and enables students to develop sophisticated solution strategies specific to that real life context (Gravemeijer & Doorman, 1999).…”
Section: Use Of Contexts In Problem Solving: Model-eliciting Activiti...mentioning
confidence: 99%
“…In this respect, it is claimed that the context used in the MEAs plays a special and privileged role. In the relevant literature, there are many studies of context use (real or artificial) in math problems (Cooper & Harries, 2003;Dapueto & Parenti, 1999;Gravemeijer & Doorman, 1999). However, there is a gap in the literature regarding the detailed demonstration of the effects of the MEAs carefully chosen real life context on the problem solving process.…”
Section: The Reality Principlementioning
confidence: 99%