Teacher practice: The teaching of fractions in a primary classroom through problem situations

被引:0
|
作者
Gonzalez Asiudillo, Maria Teresa [1 ]
Marques Portugal, Ricardo Filipe [1 ]
机构
[1] Univ Salamanca, Salamanca, Spain
来源
EDUCATIO SIGLO XXI | 2018年 / 36卷 / 03期
关键词
Problem solving; teacher's practice; fraction;
D O I
10.6018/j/349961
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
This document seeks to identify the elements in teachers' practice that allow generating a discussion in the classroom about the concept of fraction and provide learning opportunities to students. To this end, we start from two situations-problems generated by the teacher, one of them is the introduction of the concept and in the other, which corresponds to a later stage of the teaching-learning process, the students have to handle the concepts learned. The research methodology used is qualitative, since it is based on a case study. The data were collected by recording two classroom sessions and the Knowledge Quartet (KQ) was used as a methodological framework, emphasizing its four dimensions: foundation, transformation, connection and contingency. Learning opportunities vary from one task to another. The first one, on being an introductory activity, is more related to connection, while, in the second, foundation and transformation have more weight. However, in both, contingency emerges as a key aspect to delve into the understanding of the concepts.
引用
收藏
页码:177 / 200
页数:24
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