Peer reviewed
Download full textERIC Number: ED606728
Record Type: Non-Journal
Publication Date: 2018
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
On Teaching Actions in Mathematical Problem-Solving Contexts
Proulx, Jérôme
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (40th, Greenville, SC, Nov 15-18, 2018)
In this research report, the question of the role of the teacher in problem-solving contexts is addressed, particularly in relation to the development of mathematical concepts. Data extracts from a problem-solving session are used to draw out three sorts of teaching actions that aim to push forward the mathematics in the classroom. These teaching actions are discussed in light of verbatim extracts and of available theoretical constructs from the research literature. [For the complete proceedings, see ED606531.]
Descriptors: Mathematics Instruction, Problem Solving, Teacher Role, Concept Formation, Geometric Concepts, Grade 10, Classroom Techniques, Teacher Student Relationship, High School Students, High School Teachers
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
