<Record><identifier xmlns="http://purl.org/dc/elements/1.1/">URN:NBN:SI:DOC-Y7KKJGGU</identifier><date>2014</date><creator>Ambrus, András</creator><relation>documents/doc/Y/URN_NBN_SI_doc-Y7KKJGGU_001.pdf</relation><relation>documents/doc/Y/URN_NBN_SI_doc-Y7KKJGGU_001.txt</relation><format format_type="issue">2</format><format format_type="volume">4</format><format format_type="type">article</format><format format_type="extent">str. 105-120</format><identifier identifier_type="COBISSID">10106185</identifier><identifier identifier_type="ISSN">1855-9719</identifier><identifier identifier_type="URN">URN:NBN:SI:doc-Y7KKJGGU</identifier><language>eng</language><publisher>Pedagoška fakulteta Univerze v Ljubljani</publisher><source>CEPS journal</source><rights>InC</rights><subject language_type_id="eng">learning</subject><subject language_type_id="slv">matematika</subject><subject language_type_id="eng">mathematics</subject><subject language_type_id="slv">možgani</subject><subject language_type_id="eng">problem solving</subject><subject language_type_id="slv">reševanje problemov</subject><subject language_type_id="slv">učenje</subject><subject language_type_id="slv">učne metode</subject><title>how can opening a closed problem help?</title><title>Teaching mathematical problem-solving with the brain in mind</title></Record>