Conducting mathematical discussions as a feature of teachers' professional practice
Résumé
We analyse teacher's actions during whole class discussions in exploratory classes (in which students are asked to design their own strategies) and their relation to students' learning. Data is collected through participant observation, with videotaping of lessons. The results show that the exploratory approach favours the emergence of disagreements among students and their formulation of generalizations and justifications provided that the teacher intertwines guiding and suggesting actions and makes appropriate challenging actions at key points. In such whole class discussions, the teacher has to make important decisions in relation to problematic situations raised by students' difficulties or unforeseen responses as well as by the need to figure out productive ways of continuing a discussion.
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