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ERIC Number: EJ1073041
Record Type: Journal
Publication Date: 2015-Oct
Pages: 21
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0013-1954
Comparing Multiple Solutions in the Structured Problem Solving: Deconstructing Japanese Lessons from Learner's Perspective
Hino, Keiko
Educational Studies in Mathematics, v90 n2 p121-141 Oct 2015
The purpose of this study is to enhance our understanding of how students listen and attend to multiple solutions proposed by their classmates during the activity of comparison. This study examines ten consecutive lessons in each of the two eighth-grade classrooms in Tokyo that are organized in the style of "structured problem solving". Twenty-four students were asked to be video/audio recorded during the lessons and also to identify and comment on their significant classroom events in the post-lesson video-stimulated interviews. The students' comments on the situations of comparing multiple solutions were classified into five codes, which show that they listened to multiple solutions differently on the basis of their process and product in the preceding individual problem solving. Furthermore, it was found that the students' exploratory questions led them to active listening to other people, which contributed to their meaning-making activity.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 8; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan (Tokyo)