Assistant Professor University of Georgia, Georgia
Teaching is more effective when students are taught using research-based approaches that actually bring about the outcomes they advocate. The purpose of this study was to evaluate the effect of the fidelity of implementation of the Real Engagement in Active Problem Solving (REAPS) teaching model on changes in creative problem solving in mathematics.
Learning Objectives:
Attendees will gain an understanding of how changes in the level of fidelity of implementation of an evidence-based model can affect students’ creative problem solving.
Attendees will expand their understanding of teachers’ perceptions about teaching for creativity.
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