Teacher intervention during mathematical problem solving
Autor(a) principal: | |
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Data de Publicação: | 1999 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.48489/quadrante.22714 |
Resumo: | A humanistic problem-solving inservice program is discussed in terms of its effect on how elementary teachers intervened during problem-solving instruction. The effect is discussed from the perspective of symbolic interaction, i.e., a focus on the teachers´ personal meaning and supporting symbolic systems. As a result of participating in the program, the teachers constructed a different set of symbolic systems to guide their interactions with students in a way that emphasised an autonomous role for the students during problem solving. The paper provides insights of teacher classroom behaviour in terms of such symbols that are important in understanding the teacher´s perspective of teaching problem solving and how to facilitate meaningful changes for the teacher. |
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Teacher intervention during mathematical problem solvingTeacher intervention during mathematical problem solvingArtigos A humanistic problem-solving inservice program is discussed in terms of its effect on how elementary teachers intervened during problem-solving instruction. The effect is discussed from the perspective of symbolic interaction, i.e., a focus on the teachers´ personal meaning and supporting symbolic systems. As a result of participating in the program, the teachers constructed a different set of symbolic systems to guide their interactions with students in a way that emphasised an autonomous role for the students during problem solving. The paper provides insights of teacher classroom behaviour in terms of such symbols that are important in understanding the teacher´s perspective of teaching problem solving and how to facilitate meaningful changes for the teacher.A humanistic problem-solving inservice program is discussed in terms of its effect on how elementary teachers intervened during problem-solving instruction. The effect is discussed from the perspective of symbolic interaction, i.e., a focus on the teachers’ personal meaning and supporting symbolic systems. As a result of participating in the program, the teachers constructed a different set of symbolic systems to guide their interactions with students in a way that emphasised an autonomous role for the students during problem solving. The paper provides insights of teacher classroom behaviour in terms of such symbols that are important in understanding the teacher’s perspective of teaching problem solving and how to facilitate meaningful changes for the teacher.APM - Associação de Professores de Matemática1999-12-30T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.22714por2183-28380872-3915Chapman, Oliveinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-22T17:06:43Zoai:ojs.revistas.rcaap.pt:article/22714Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:01:14.124308Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Teacher intervention during mathematical problem solving Teacher intervention during mathematical problem solving |
title |
Teacher intervention during mathematical problem solving |
spellingShingle |
Teacher intervention during mathematical problem solving Chapman, Olive Artigos |
title_short |
Teacher intervention during mathematical problem solving |
title_full |
Teacher intervention during mathematical problem solving |
title_fullStr |
Teacher intervention during mathematical problem solving |
title_full_unstemmed |
Teacher intervention during mathematical problem solving |
title_sort |
Teacher intervention during mathematical problem solving |
author |
Chapman, Olive |
author_facet |
Chapman, Olive |
author_role |
author |
dc.contributor.author.fl_str_mv |
Chapman, Olive |
dc.subject.por.fl_str_mv |
Artigos |
topic |
Artigos |
description |
A humanistic problem-solving inservice program is discussed in terms of its effect on how elementary teachers intervened during problem-solving instruction. The effect is discussed from the perspective of symbolic interaction, i.e., a focus on the teachers´ personal meaning and supporting symbolic systems. As a result of participating in the program, the teachers constructed a different set of symbolic systems to guide their interactions with students in a way that emphasised an autonomous role for the students during problem solving. The paper provides insights of teacher classroom behaviour in terms of such symbols that are important in understanding the teacher´s perspective of teaching problem solving and how to facilitate meaningful changes for the teacher. |
publishDate |
1999 |
dc.date.none.fl_str_mv |
1999-12-30T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.48489/quadrante.22714 |
url |
https://doi.org/10.48489/quadrante.22714 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
2183-2838 0872-3915 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799130477093715968 |