Publication at Faculty of Education |
2012
Abstract
The teacher of mathematics has to master not only problem solving selection and analyses, but (s)he has to introduce them in the lesson so that they develop pupils' cognitive processes. A priori analysis becomes a professional tool helping teachers in the selection and decision making processes.
In the paper, differences between items included in the a priori analysis in the Theory of didactical situations and the reality in teachers' practice are analysed.