Teachers’ actions in classroom and the development of quantitative reasoning

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Auteurs
Date

6 février 2019

Discipline
Type de document
Périmètre
Langue
Identifiants
Source

HAL SHS (Sciences de l’Homme et de la Société)

Collection

Archives ouvertes

Organisation

Centre pour la communication scientifique directe

Licence

info:eu-repo/semantics/OpenAccess

Mots-clés En

Quantitative reasoning teacher’s actions students and teacher interaction

Sujets proches En

Faculty (Education) Instructors

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Lurdes Serrazina et al., « Teachers’ actions in classroom and the development of quantitative reasoning », HAL SHS (Sciences de l’Homme et de la Société), ID : 10670/1.2b63c7...

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Résumé En

The main goal of this paper is to understand how teachers’ actions in classroom influence the way students solve a task involving quantitative additive reasoning. The study used a qualitative methodology and a teaching experiment was carried out. One task was proposed to two different classes (2nd and 3rd graders), of the same public school, with two different teachers. The results show that 2nd grade students solved the task with ease, but 3rd graders had difficulties. Teachers’ actions of guiding and challenging and how teachers developed the process of communication in classroom do influence students’ performance.

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