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Pre-Service Teachers' Conceptions and Beliefs about the Role of Real-World Knowledge in Mathematical Modelling of School Word Problems.

Peer reviewed

Verschaffel, L.; De Corte, E.; Borghart, I. – Learning and Instruction, 1997

Fourteen word problems, half of which were problematic from a realistic point of view, were administered to 332 Belgian preservice elementary school teachers who also saw answers given by 4 students. Results revealed a strong tendency to exclude real-world knowledge from spontaneous solutions and appreciations of student-supplied answers. (SLD)

Descriptors: Education Majors, Elementary Education, Elementary School Students, Elementary School Teachers