Open AccessTeachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson
Author(s) -
Anu Laine,
Maija Ahtee,
Liisa Näveri,
Erkki Pehkonen,
Markku S. Hannula
Publication year - 2018
Publication title -
lumat
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.169
H-Index - 3
ISSN - 2323-7112
DOI - 10.31129/lumat.6.1.255
Subject(s) - task (project management) , mathematics education , quality (philosophy) , psychology , philosophy , management , epistemology , economics
The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem. Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem.