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Communication Dans Un Congrès Année : 2019

Teachers’ actions in classroom and the development of quantitative reasoning

Résumé

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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Dates et versions

hal-02430207 , version 1 (07-01-2020)

Identifiants

  • HAL Id : hal-02430207 , version 1

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Lurdes Serrazina, Margarida Rodrigues, Ana Caseiro. Teachers’ actions in classroom and the development of quantitative reasoning. Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands. ⟨hal-02430207⟩

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