Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?

Artigo2024

Tuğrul Kar ORCID; Ferhat Öztürk ORCID; Mehmet Fatih Öçal ORCID; Merve Özkaya ORCID

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Dados da obra

Tipo: Artigo
Periódico: International Journal of Science and Mathematics Education, v. 23, n. 4, p. 1127-1151
Editora: Springer Nature
Ano: 2024 (2024-09-24)
Idioma: en
Palavras-chave: mathematical problem posing; screenwriting; mathematics teachers; teaching model; growth patterns
DOI: 10.1007/s10763-024-10507-w
ISSN: 1571-0068, 1573-1774
Acesso: Acesso restrito
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
KAR, Tuğrul et al.. Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?. International Journal of Science and Mathematics Education, v. 23, n. 4, p. 1127-1151, 2024. DOI: https://doi.org/10.1007/s10763-024-10507-w.

APA

Kar, T., Öztürk, F., Öçal, M. F., & Özkaya, M. (2024). Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?. International Journal of Science and Mathematics Education, 23(4), 1127-1151. https://doi.org/10.1007/s10763-024-10507-w

BibTeX

@article{kar2024,
  author = {Kar, Tuğrul and Öztürk, Ferhat and Öçal, Mehmet Fatih and Özkaya, Merve},
  title = {Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?},
  year = {2024},
  journal = {International Journal of Science and Mathematics Education},
  volume = {23},
  number = {4},
  pages = {1127-1151},
  publisher = {Springer Nature},
  doi = {10.1007/s10763-024-10507-w},
  language = {en}
}

RIS

TY  - JOUR
AU  - Kar, Tuğrul
AU  - Öztürk, Ferhat
AU  - Öçal, Mehmet Fatih
AU  - Özkaya, Merve
TI  - Problem Posing Via Scriptwriting: What Instructional Flows Do Mathematics Teachers Use in Implementing the Problem-Posing Task?
PY  - 2024
JO  - International Journal of Science and Mathematics Education
VL  - 23
IS  - 4
SP  - 1127
EP  - 1151
DO  - 10.1007/s10763-024-10507-w
LA  - en
ER  -

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