Studying mathematics problem-solving classrooms. A comparison between the discourse of in-service teachers and student teachers |
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Authors: | Javier Rosales Josetxu Orrantia Santiago Vicente Jose M Chamoso |
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Institution: | (1) School of Information Science and Learning Technologies, University of Missouri, Columbia, Missouri |
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Abstract: | In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal
arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive
processes involved in the solution of a mathematic problem and describes the interaction at different levels showing what
is done and to what degree teachers and/or pupils are responsible for what is done. The results of the study suggest that
both groups of teachers are different in how they direct the student’s attention toward the essential aspects implied in the
resolution of word problem. On the one hand, the in-service teachers guaranteed students’ understanding of the problem before
dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service
teachers allowed a high level of student participation, while student teachers took a more prominent role so children’s participation
was lower. |
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Keywords: | |
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