Teachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson
Journal Title: LUMAT: International Journal on Math, Science and Technology Education - Year 2018, Vol 6, Issue 1
Abstract
The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified aritmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem.
Authors and Affiliations
Anu Laine, Maija Ahtee, Liisa Näveri, Erkki Pehkonen, Markku Hannula
Keywords
Related Articles
- EP ID EP563148
- DOI 10.31129/LUMAT.6.1.255
- Views 104
- Downloads 0
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