Experiences of problem solving in whole class interactions

• Jenni Ingram ^[1] ; Paul A. Riser ^[1]
  1. [1] University of Oxford

     University of Oxford

     Oxford District, Reino Unido

     
• Localización: Avances de investigación en educación matemática: AIEM, ISSN-e 2254-4313, Nº. 16, 2019, págs. 5-21
• Idioma: inglés
• DOI: 10.35763/aiem.v0i16.279
• Títulos paralelos:
  • Experiencias de resolución de problemas en interacciones del grupo clase
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La resolución de problemas a menudo se considera una parte esencial del aprendizaje matemático.

    En este artículo examinamos las interacciones de toda la clase en torno a los problemas y su resolución, tal como ocurren naturalmente en el aula de matemáticas. Por tanto, examinamos experiencias ordinarias de los estudiantes en la resolución de problemas en sus sesiones habituales de clase. Nuestro análisis muestra cómo los estudiantes participan en una gama muy limitada de acciones de resolución de problemas y que las acciones en las que sí participan son controladas por el maestro. Esto plantea implicaciones acerca de cómo los estudiantes perciben e interpretan resolver problemas en matemáticas.

  • English

    Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving in their everyday mathematics lessons. Our analysis shows how students’ participate in a very narrow range of problem solving actions and that the actions that they do participate in are controlled by the teacher.

    This raises implications for what students perceive and interpret problem solving to be in mathematics.

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