CUFEJ VOL: 43 NO: 2 ALL ARTICLES
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Inoue, N. (2002). The role of personal interpretation in mathematical problem solving. Columbia University.
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Soylu, Y. & Soylu, C. (2006). The importance of problem solving in the way of achievement in maths classes. İnönü University, The Journal of the Education Faculty, 7(11), 97–111.
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Verschaffel, L., De Corte, E., & Viersraete H. (1999). Upper elementary school pupils’ difficulties in modeling and solving nonstandard additive word problems involving numbers. Journal for Research in Mathematics Education, 3(30), 265-285.
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Yazgan, Y. & Bintaş, J. (2005). Fourth and fifth grade students’ level of problem solving strategies: A teaching experiment. Hacettepe University, the Journal of the Education Faculty, 28, 210-218.
Yoshida, H., Vershaffel, L. & De Corte, E. (1997). Realistic considerations in solving problematic word problems: Do Japanese and Belgian children have the same difficulties? Learning And Instruction, 7, 329-338.
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Aslan-Tutak, F. (2011). Öğretmen adaylarının geometrik kavram yanılgıları: simetri ve eslik. Matematik Öğretimine Çağdaş Yaklaşımlar Sempozyumu, Çalıştaylar ve Bildiri Özetleri Kitabı, 27. Denizli.
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Clements, D. H. (1999). Geometric and spatial thinking in young children. In J. V. Copley (Ed.), Mathematics in the early years (pp. 66–79). Reston, VA: National Council of Teachers of Mathematics.
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Fidan, S. (2008). İlköğretim 5. sınıf matematik dersinde öğrencilerin problem kurma çalışmalarının problem çözme başarısına etkisi. Unpublished master’s thesis, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Grundmeier, T. A. (2003). The effects of providing mathematical problem posing experiences for K-8 pre- service teachers: investigating teachers’ beliefs’ and characteristics of posed problems. Unpublished doctoral dissertation, University of New Hampshire, USA.
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