La resolución de problemas aritméticos en el aula¿qué hacen los profesores cuando trabajan conjuntamente con sus alumnos?
ISSN: 1135-6405, 1578-4118
Ano de publicación: 2008
Título do exemplar: Aprendizaje de las matemáticas y práctica educativa
Volume: 20
Número: 4
Páxinas: 423-439
Tipo: Artigo
Outras publicacións en: Culture and Education, Cultura y Educación
Resumo
The interaction between three in-service teachers and three pre-service teachers with their pupils when solving compare word problems is analysed. In order to do so, the theoretical frame is based, on the one hand, on the theoretical models that describe the cognitive processes involved in word problem solving, and on the other, on an interaction analysis system that allows us to know the part of the word problem solving process on which each moment of the interaction is focused, and also who is taking the main responsibility for creating the contents made public in the interaction, namely, the teacher, the pupil or both. The results showed that inservice teachers solved word problems only when they were sure that the pupils had understood the problem, and also they allowed pupils greater participation in central activities involving comprehension. However, preservice teachers did not make sure that pupils' had understood the problem before choosing the operation needed to solve it, and were more directive in central aspects involving compression.