数学解题教学中的教学互动

IF 0.5 Q4 EDUCATION & EDUCATIONAL RESEARCH
Elizabeth Donoso Osorio, René Alonzo Valdés Morales, P. Cisternas
{"title":"数学解题教学中的教学互动","authors":"Elizabeth Donoso Osorio, René Alonzo Valdés Morales, P. Cisternas","doi":"10.22235/pe.v13i1.1920","DOIUrl":null,"url":null,"abstract":"Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problemsolving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.","PeriodicalId":41973,"journal":{"name":"Paginas de Educacion","volume":null,"pages":null},"PeriodicalIF":0.5000,"publicationDate":"2020-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Las interacciones pedagógicas en las clases de resolución de problemas matemáticos\",\"authors\":\"Elizabeth Donoso Osorio, René Alonzo Valdés Morales, P. Cisternas\",\"doi\":\"10.22235/pe.v13i1.1920\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problemsolving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.\",\"PeriodicalId\":41973,\"journal\":{\"name\":\"Paginas de Educacion\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.5000,\"publicationDate\":\"2020-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Paginas de Educacion\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.22235/pe.v13i1.1920\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Paginas de Educacion","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.22235/pe.v13i1.1920","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1

摘要

尽管解决问题作为数学领域的支柱受到了重视,但关于如何教授数学以及教师和学生如何在课堂上互动的信息仍处于起步阶段。因此,本研究的目的是描述数学问题解决课中教师和学生之间建立的教学过程和学习过程之间的互动。方法论上,从公立学校数学教师课堂的23个视听记录中描述了典型的课堂活动。研究结果表明,解决问题课堂上的活动认知复杂度较低,没有主要的教师反馈,主要是单一的参与结构。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Las interacciones pedagógicas en las clases de resolución de problemas matemáticos
Despite the importance that problem-solving has received as a backbone in the area of Mathematics, the information on how it is taught and how teachers and students interact in the classroom is still incipient. For this reason, the objective of this study is to characterize the interaction between the teaching and learning processes established between teachers and students in Mathematics problemsolving classes. Methodologically, the typical classroom activities are described from 23 audio-visual records of the classes of public-school Mathematics teachers. The results show that the activities present in the problem-solving classes are of low cognitive complexity, with no major teacher feedback and with a predominance of monolithic participation structures.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Paginas de Educacion
Paginas de Educacion EDUCATION & EDUCATIONAL RESEARCH-
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信