Literaturnachweis - Detailanzeige
| Autor/in | Sarrazy, Bernard |
|---|---|
| Titel | Effects of Variability of Teaching on Responsiveness to the Didactic Contract in Arithmetic Problem-Solving among Pupils of 9-10 Years |
| Quelle | In: European Journal of Psychology of Education, 17 (2002) 4, S.321-341 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0256-2928 |
| Schlagwörter | Didacticism; Subtraction; Cognitive Processes; Problem Solving; Mathematical Concepts; Hypothesis Testing; Arithmetic; Grade 4; Elementary School Students; Foreign Countries; Semantics; Vocabulary; Computation; Correlation; Responses; France |
| Abstract | 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.) (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 |
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