Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction
Variation as an Analytical Lens
Bibliographic Data
| ID | 22042560 |
|---|---|
| Authors | Berie Getie Kassa (0000-0002-5137-6935, Norwegian University of Science and Technology, corresponding author), Liping Ding (0000-0002-7479-7003, Norwegian University of Science and Technology), Alemayehu Bishaw Tamiru (Bahir Dar University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 2 |
| Pages | 111 |
| Publication date | 2023-01-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13020111 |
| OpenAlex | W4317617577 |
| Language | EN |
| References cited | 33 |
The field of mathematics education research has been promoting problem-solving-based mathematics instruction (PS-based MI) to afford opportunities to develop students’ conceptual understanding and problem-solving abilities in mathematics. Given its usefulness, there is still little knowledge in the field about how it can afford such opportunities in real classrooms. In this study, an attempt was made to make in-depth observations of such classrooms from the perspective of variation. We examined the differences in the space of learning provided by two lessons of the same teacher in two Ethiopian primary school classrooms. Based on the literature, we identified three key aspects for analysis: mathematical tasks, lesson structure and classroom interaction patterns. Our analysis showed that, even though both lessons focused on the same topic of solving linear inequalities, they were enacted differently. The lesson that employed a PS-based MI approach constituted a wider space of learning than the lesson employing a conventional approach. This study demonstrates the usefulness of our analytical approach for describing and documenting PS-based MI practice, and for qualitatively interpreting the differences in what is mathematically made available to learn. We suggest that it can provide guidelines for mathematics teachers to reflect upon and to enhance learning spaces in their own classrooms
Lesson Study · Mathematics education · Pedagogy · Professional development · Pure mathematics · Teaching method · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Environments and Student Outcomes · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Artificial Intelligence
Cognitive Load Theory
Classroom Discourse and the Space of Learning
Towards a Theory of When and How Problem Solving Followed by Instruction Supports Learning
Productive Failure in Learning Math
Orchestrating Productive Mathematical Discussions
Why Minimal Guidance During Instruction Does Not Work
Building Student Capacity for Mathematical Thinking and Reasoning
Design Experiments in Educational Research
Teacher Questioning to Elicit Students' Mathematical Thinking in Elementary School Classrooms
| Highly cited | No |
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