NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ980046
Record Type: Journal
Publication Date: 2012-Nov
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0742-051X
Teacher-Student Interaction in Joint Word Problem Solving. The Role of Situational and Mathematical Knowledge in Mainstream Classrooms
Rosales, Javier; Vicente, Santiago; Chamoso, Jose M.; Munez, David; Orrantia, Josetxu
Teaching and Teacher Education: An International Journal of Research and Studies, v28 n8 p1185-1195 Nov 2012
Word problem solving involves the construction of two different mental representations, namely, mathematical and situational. Although educational research in word problem solving has documented different kinds of instruction at these levels, less is known about how both representational levels are evoked during word problem solving in day-to-day learning environments. The aim of this descriptive work is to analyze how mainstream teachers promote mathematical and situational knowledge while solving mathematically and situationally reworded word problems. The results suggest that word problem solving is faced by teachers as a mechanical and non-reflexive task which involves limited situational knowledge. (Contains 3 tables and 2 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A