Teachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson

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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.
Original languageEnglish
JournalLUMAT: International Journal on Math, Science and Technology Education
Issue number1
Pages (from-to)87-104
Number of pages18
Publication statusPublished - 2018
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences
  • arithmagon
  • elementary education
  • problem solving
  • written explanations

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