NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ824352
Record Type: Journal
Publication Date: 2002-Dec
Pages: 21
Abstractor: As Provided
Reference Count: 67
ISSN: ISSN-0256-2928
Effects of Variability of Teaching on Responsiveness to the Didactic Contract in Arithmetic Problem-Solving among Pupils of 9-10 Years
Sarrazy, Bernard
European Journal of Psychology of Education, v17 n4 p321-341 Dec 2002
How can it be explained that, aside from inter-individual differences, pupils in certain classes are more responsive than others to the formal aspects of a problem that has been set? The author puts forward the hypothesis that teachers differ in their ability to operate relevant variations in the conception of problems. The differences in inter-class variability could explain the differences in the responsiveness of pupils to the implicates mobilised in the didactic contract. The author examines 42 addition and subtraction problems produced by 7 teachers, using a model for measuring variability, made up of 14 variables; the results obtained do not invalidate his hypothesis: he records a close correlation between the measurement of responsiveness and that of variability. (Contains 5 tables, 3 figures, and 13 notes.)
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:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: France