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ERIC Number: EJ817891
Record Type: Journal
Publication Date: 2008-Sep
Pages: 20
Abstractor: As Provided
Reference Count: 30
ISBN: N/A
ISSN: ISSN-0256-2928
Studying Mathematics Problem-Solving Classrooms. A Comparison between the Discourse of In-Service Teachers and Student Teachers
Rosales, Javier; Orrantia, Josetxu; Vicente, Santiago; Chamoso, Jose M.
European Journal of Psychology of Education, v23 n3 p275-294 Sep 2008
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. (Contains 5 figures, 2 tables, and 2 notes.) [Abstract is presented in both English and French.]
Instituto Superior de Psicologia Aplicada. Rua Jardim do Tabaco, 34, Lisboa 1149-041, Portugal. Tel: +351-21-881-1700; Fax: +351-21-886-0954; Web site: http://www.ispa.pt/ISPA/vEN/Public
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain