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Teaching how to solve mathematical problems: an analysis of multiple correspondences

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DOI:

https://doi.org/10.32870/dse.vi21.629

Keywords:

: Teaching mathematics – mathematical education – problem solving – multiple correspondences – education

Abstract

The overall aim of this research is to analyze the typical classroom activities (TCA) in Mathematical Problem Solution classes in order to identify the type of actions linked to their teaching at the primary school level. Pedagogical aids, participation structures and collaborative work done at the beginning, development and closing moments were analyzed through a multiple correspondence analysis (ACM). The results indicate that the most relevant actions take place only in some moments of the class and that, although the problems proposed are worked on, the verification of the results, argumentative skills and collaborative work are not encouraged. We also concluded that the most frequent aids have little impact on mediated learning and that the interactions between teacher and student do not point towards feedback.

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Author Biographies

Elizabeth Donoso Osorio, Pontificia Universidad Católica de Valparaíso

Doctora en Instrucción y Currículum. Profesora de la Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile. Línea de investigación: Aprendizaje escolar.

René Alonzo Valdés Morales, Pontificia Universidad Católica de Valparaíso

Doctor en Psicología. Profesor de la Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile. Línea de investigación: Inclusión educativa.

Prisila Cisternas Núñez, Pontificia Universidad Católica de Valparaíso

Maestra en Educación. Profesora de la Escuela de Pedagogía, Pontificia Universidad Católica de Valparaíso, Chile. Líneas de investigación: Educación especial, inclusión y evaluación.

Pablo Cáceres Serrano, Pontificia Universidad Católica de Valparaíso

Doctor en Psicología. Profesor de la Escuela de Psicología, Pontificia Universidad Católica de Valparaíso, Chile. Líneas de investigación son: Modelos psicométricos, modelos de diagnóstico cognitivo y talento académico.

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Published

2019-08-23

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Issue

No. 21 (11): Agreement and divergence in sexual education. July-December 2020

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Other articles

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