Studying Mathematics Problem-Solving Classrooms. A Comparison between the Discourse of In-Service Teachers and Student Teachers

Autor/inn/en	Rosales, Javier; Orrantia, Josetxu; Vicente, Santiago; Chamoso, Jose M.
Titel	Studying Mathematics Problem-Solving Classrooms. A Comparison between the Discourse of In-Service Teachers and Student Teachers
Quelle	In: European Journal of Psychology of Education, 23 (2008) 3, S.275-294 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
Schlagwörter	Experienced Teachers; Student Teachers; Student Participation; Interaction; Cognitive Processes; Arithmetic; Teaching Methods; Comprehension; Teacher Role; Elementary School Teachers; Elementary School Mathematics; Foreign Countries; Word Problems (Mathematics); Mathematics Instruction; Spain + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interaktion; Cognitive process; Kognitiver Prozess; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Lehrerrolle; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Elementare Mathematik; Schulmathematik; Ausland; Textaufgabe; Mathematics lessons; Mathematikunterricht; Spanien
Abstract	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.] (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10