Studying mathematics problem-solving classrooms: a comparison between the discourse of in-service teachers and student teachers
Análisis de la interacción
Profesores en servicio y en formación
Classroom interaction analysis
In-service and pre-service teachers
Word problem solving
Resolución de problemas
Fecha de publicación
Instituto Superior de Psicología Aplicada (Lisboa, Portugal)
ROSALES PARDO, J., ORRANTIA RODRÍGUEZ, J., VICENTE MARTÍN, S. y CHAMOSO, J. (2008). Studying mathematics problem-solving classrooms: a comparison between the discourse of in-service teachers and student teachers. "European Journal of Psychology of Education", 23(3), 275-294
In the article we compare the approaches of 3 in-service teachers and 3 student teachers when they tried to solve a verbal arithmetic problem in the classroom. Each interaction was studied using a System of Analysis that takes into account the cognitive provesses involved in the solution of a mathematic problem and describes the interaction at different levels showing what is done and to what degree teachers and/or pupils are responsible for what is done. The results of the studysuggest that both groups of teachers are different in how they direct the student's attention toward the essential aspects implied in the resolution of word problem. On the one hand, the in-service teachers guaranteed students' understanding of the problem before dealing with the solution, while students teachers only did so when pupils committed errors. On the other hand, the in-service teachers allowed a high level of student participation, while student teachers took a more prominent role so children's participation was lower.
Se analiza la interacción que tres profesores en servicio y tres profesores en formación mantienen con sus alumnos cuando resuelven problemas de matemáticas.