{"title":"[Fostering Flexible Equation Solving in Classroom Talk-the Contribution of Comparing Solution Methods].","authors":"Christian Serop Hämmerle","doi":"10.1007/s13138-023-00221-5","DOIUrl":null,"url":null,"abstract":"<p><p>Students struggle with planning suitable solution methods in equation solving. Planning suitable solution methods is key to flexibility, a desired skill for equation solving. Comparing solution methods has been shown to foster flexibility. To support the learning benefits of the comparisons, productive classroom talk, which includes the discussion of different solution methods, is recommended. This study examines whether discussions that compare multiple methods include more planning processes than discussions that do not compare multiple solution methods or that are just about one solution method. The content analysis is based on utterances from 172 lessons from 43 classrooms in grades 9 and 10. The hypothesis is tested both <i>across classes</i> using binary logistic regression models and <i>at the class level</i> using paired samples t‑tests. The results show that planning processes are addressed about twice as often when comparing multiple solution methods. Additionally, the study finds that enacting solution methods is the most frequent topic in classroom talk about solving equations.</p>","PeriodicalId":43968,"journal":{"name":"Journal fur Mathematik-Didaktik","volume":null,"pages":null},"PeriodicalIF":0.9000,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10522760/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal fur Mathematik-Didaktik","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s13138-023-00221-5","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/5/4 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Students struggle with planning suitable solution methods in equation solving. Planning suitable solution methods is key to flexibility, a desired skill for equation solving. Comparing solution methods has been shown to foster flexibility. To support the learning benefits of the comparisons, productive classroom talk, which includes the discussion of different solution methods, is recommended. This study examines whether discussions that compare multiple methods include more planning processes than discussions that do not compare multiple solution methods or that are just about one solution method. The content analysis is based on utterances from 172 lessons from 43 classrooms in grades 9 and 10. The hypothesis is tested both across classes using binary logistic regression models and at the class level using paired samples t‑tests. The results show that planning processes are addressed about twice as often when comparing multiple solution methods. Additionally, the study finds that enacting solution methods is the most frequent topic in classroom talk about solving equations.
期刊介绍:
ZielsetzungenDas ''Journal für Mathematik-Didaktik'' (JMD) publiziert Originalbeiträge aus allen Bereichen mathematikdidaktischer Forschung und Entwicklung. Eingereichte Texte werden in der Regel von drei anonym bleibenden FachgutachterInnen bewertet, die das Herausgebergremium des JMD benennt. Das Herausgebergremium entscheidet aufgrund der Gutachten und eigener Fachkompetenz über das weitere Vorgehen (wie Ablehnung, eventuelle Änderungsauflagen und/oder den Abdruck des Textes im JMD). Das JMD ist offen für Forschungsarbeiten aus Bezugswissenschaften (wie Pädagogik, Psychologie, Soziologie oder Philosophie) und Nachbarwissenschaften (wie Didaktik der Physik oder Sprachdidaktik), sofern sich die Beiträge in ihrem Schwerpunkt auf das Lernen und Lehren von Mathematik beziehen.Das JMD ist das offizielle Organ der Gesellschaft für Didaktik der Mathematik (GDM).
Aims & ScopeThe “Journal für Mathematik-Didaktik” (JMD) publishes original work from all areas of research in mathematics education. Submitted articles will be anonymously reviewed by three experts who are appointed by the journals’ editors. The JMD is open to research in related disciplines (such as pedagogy, psychology, or science education), provided the main scope of the article remains the learning and teaching of mathematics.The JMD is the official journal of the GDM – Gesellschaft für Didaktik der Mathematik (Society of Didactics of Mathematics).