Beginning High School Teachers’ Organization of Students for Learning and Methods for Teaching Mathematics

• Williams, Derek ^[1] ; Cudd, Michele ^[2] ; Hollebrands, Karen ^[2] ; Lee, Hollylynne ^[2]
  1. [1] Montana State University

     Montana State University

     Estados Unidos

     
  2. [2] North Carolina State University

     North Carolina State University

     Township of Raleigh, Estados Unidos

     
• Localización: PNA: Revista de investigación en didáctica de la matemática, ISSN-e 1887-3987, Vol. 15, Nº. 1, 2020, págs. 51-68
• Idioma: inglés
• DOI: 10.30827/pna.v15i1.10748
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Observamos las clasesde ocho profesores novelesde matemáticas de secundaria para investigar las formas en que organizaban a los estudiantes, los usos de los métodos de instrucción y cómo estos pueden diferir según el nivel del curso. Descubrimos que los maestros novelescon frecuencia organizan a sus estudiantes para que aprendan colaborativamente, junto con numerosa instrucción directa por parte del profesor. También existen diferencias en la organización, los métodos de enseñanza y las oportunidades de aprendizaje asociadas entre los niveles del curso. Se discuten las implicaciones para apoyar a los profesoresen ejercicio ypreparar a los futuros profesoresaestablecer entornos de aprendizaje colaborativo y utilizar métodos de enseñanza centrados en el estudiante

  • English

    We observed eight beginning secondary mathematics teachers’ classrooms to investigate which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn collaboratively – either in small groups or as a whole class – coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed.

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