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Título
Analysis of teacher-student interaction in the joint solving of non-routine problems in primary education classrooms
Autor(es)
Materia
Classroom interaction
Mathematics education
Primary education
Problem solving
Non-routine problem
Creativity
Critical thinking
Clasificación UNESCO
1299 Otras Especialidades Matemáticas
6111.01 Creatividad
Fecha de publicación
2020-12
Citación
Sánchez-Barbero, B., Chamoso-Sánchez, J. M., Vicente-Martín, S., & Rosales-Pardo, J. (2020). Analysis of teacher-student interaction in the joint solving of non-routine problems in primary education classrooms. Sustainability (Switzerland), 12(24), 1-13. https://doi.org/10.3390/SU122410428
Resumen
[EN] The analysis of teacher–student interaction when jointly solving routine problems in the
primary education mathematics classroom has revealed that there is scarce reasoning and little
participation on students’ part. To analyze whether this fact is due to the routine nature of the
problems, a sample of teachers who solved, together with their students, a routine problem involving
three questions with di erent cognitive di culty levels (task 1) was analyzed, describing on which part
of the problem-solving process (selection of information or reasoning) they focused their interaction.
Results showed that they barely focused the interaction on reasoning, and participation of students
was scarce, regardless of the cognitive di culty of the question to be answered. To check whether
these results could be due to the routine nature of the problem, a nonroutine problem (task 2) was
solved by the same sample of teachers and students. The results revealed an increase in both reasoning
and participation of students in processes that required complex reasoning. This being so, the main
conclusion of the present study is that including nonroutine problem solving in the primary education
classroom as a challenging task is a reasonable way to increase students’ ability to use their own
reasoning to solve problems, and to promote greater teacher–student collaboration. These two aspects
are relevant for students to become creative, critical, and reflective citizens.
URI
DOI
10.3390/SU122410428
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DDMCE_SanchezBarberoBeatriz_Analysis of Teacher-Student Interaction in the Joint Solving of Non-Routine Problems in Primary Education Classrooms_Sustainability_2020