Influence of teachers’ pedagogical knowledge on their classroom practice when solving arithmetic word problems with their students: An exploratory study

• Marta Ramos ; Santiago Vicente ^[1] ; Javier Rosales ; Jose María Chamoso
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 47, Nº 2, 2024, págs. 321-345
• Idioma: inglés
• DOI: 10.1177/02103702241253415
• Títulos paralelos:
  • Influencia del conocimiento pedagógico del profesorado en su práctica de aula cuando resuelve problemas aritméticos verbales con su alumnado: Un estudio exploratorio
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Cuando el profesorado de Primaria resuelve problemas aritméticos verbales con su alumnado suele hacerlo de manera superficial, incluso cuando sus estructuras semántico-matemáticas son desafiantes y contienen ayudas a la resolución. Esto podría deberse al conocimiento pedagógico que el profesorado tiene sobre la enseñanza de la resolución de este tipo de problemas. El objetivo de este trabajo fue explorar si el profesorado con distintos niveles de este conocimiento resolvía de modos diferentes problemas estándar (no desafiantes y sin ayudas) y reescritos (desafiantes y con ayudas al razonamiento). Se partió de una muestra de ocho profesores (cuatro de nivel de conocimiento alto, cuatro de conocimiento bajo), que fueron grabados y analizados resolviendo dos problemas estándar y dos reescritos. Los resultados mostraron que el profesorado con conocimiento alto empleó más ciclos de interacción (principalmente dedicados al razonamiento) para resolver los problemas estándar y, sobre todo, los reescritos. Este estudio es una primera aproximación para comprender el comportamiento del profesorado al resolver problemas y resalta la importancia de desarrollar su conocimiento para la enseñanza de la resolución de problemas.

  • English

    When primary school teachers solve arithmetic word problems with their students, they usually do so in a superficial manner, even when their semantic-mathematical structures are challenging and contain problem-solving aids. This could be due to the pedagogical knowledge that teachers have about teaching how to solve this type of problem. The aim of this study was to explore whether teachers with different levels of this knowledge solved standard problems (nonchallenging and without aids) and rewritten problems (challenging and with aids to reasoning) in different ways. A sample of eight teachers (four with high knowledge, four with low knowledge) were recorded and analysed solving two standard and two rewritten problems. The results showed that the teachers with high knowledge used more interaction cycles (mainly dedicated to reasoning) to solve the standard problems and especially the rewritten ones. This study is an initial approach to understanding teachers’ problem-solving behaviour and highlights the importance of developing their knowledge in how to teach problem-solving.

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