How Did You Solve It? -- Teachers' Approaches to Guiding Mathematics Problem Solving

Autor/inn/en	Kojo, Aura; Laine, Anu; Näveri, Liisa
Titel	How Did You Solve It? -- Teachers' Approaches to Guiding Mathematics Problem Solving
Quelle	In: LUMAT: International Journal on Math, Science and Technology Education, 6 (2018) 1, S.22-40 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Laine, Anu)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2323-7112
Schlagwörter	Problem Solving; Mathematics Instruction; Teacher Guidance; Teacher Behavior; Grade 4; Elementary School Teachers; Teacher Student Relationship; Active Learning; Instructional Effectiveness; Questioning Techniques; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Lehrerberatung; Teacher behaviour; Lehrerverhalten; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Unterrichtserfolg; Befragungstechnik; Fragetechnik; Ausland
Abstract	This case study focuses on teachers' actions during problem-solving lessons. The aim of this study was to find out how teachers guide students during mathematics problem-solving lessons: What kinds of questions do teachers ask? How do students arrive at solutions to problems? The dataset contained videotaped fourthgrade math lessons in which students solved a mathematical problem. The research reveals that teachers can guide students in numerous ways and possibly in ways that prevent students from searching for their own solution strategies. For this reason, problem-solving exercises alone are not sufficient for teaching problem solving for students, teachers must also be instructed in how to properly guide students. In the conclusion section, we discuss the types of questions that enable teachers to promote active learning in students, which should be the goal of instruction according to the constructive learning theory. (As Provided).
Anmerkungen	LUMA Centre Finland. A.I. Vrtasen aukio 1, 00014 University of Helsinki, Finland. Tel: +358-50-348-0567; e-mail: editor@lumat.fi; Web site: https://www.lumat.fi/index.php/lumat/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01