# Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson

Maija Ahtee, Erkki Pehkonen, Anu Laine, Liisa Näveri, Markku S. Hannula, Pirjo Tikkanen

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

### Kuvaus

Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher’s and their classmates’ activities in their drawings. Two inventories were formed that contain, respectively, teachers’ and pupils’ activities during a mathematics lesson as seen in the pupils’ drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher’s location in the classroom. Respectively, pupils’ activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussions
on mathematics.
Alkuperäiskieli englanti Teaching mathematics and computer science. 14 1 25-43 19 1589-7389 Julkaistu - 2016 A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

### Tieteenalat

• 516 Kasvatustieteet

### Lainaa tätä

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abstract = "Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher’s and their classmates’ activities in their drawings. Two inventories were formed that contain, respectively, teachers’ and pupils’ activities during a mathematics lesson as seen in the pupils’ drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher’s location in the classroom. Respectively, pupils’ activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussionson mathematics.",
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author = "Maija Ahtee and Erkki Pehkonen and Anu Laine and Liisa N{\"a}veri and Hannula, {Markku S.} and Pirjo Tikkanen",
year = "2016",
language = "English",
volume = "14",
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julkaisussa: Teaching mathematics and computer science., Vuosikerta 14, Nro 1, 2016, s. 25-43.

Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

TY - JOUR

T1 - Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson

AU - Ahtee, Maija

AU - Pehkonen, Erkki

AU - Laine, Anu

AU - Näveri, Liisa

AU - Hannula, Markku S.

AU - Tikkanen, Pirjo

PY - 2016

Y1 - 2016

N2 - Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher’s and their classmates’ activities in their drawings. Two inventories were formed that contain, respectively, teachers’ and pupils’ activities during a mathematics lesson as seen in the pupils’ drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher’s location in the classroom. Respectively, pupils’ activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussionson mathematics.

AB - Third-graders from nineteen classrooms (N = 316) were asked to draw a picture on a mathematics lesson. Based on these drawings we have developed a data analysing method that allows us to find out how pupils present both their teacher’s and their classmates’ activities in their drawings. Two inventories were formed that contain, respectively, teachers’ and pupils’ activities during a mathematics lesson as seen in the pupils’ drawings. The first inventory contains 14 separate items organized into six groups that contain teacher activities like asking questions and giving feedback on mathematics. Ten of the items are related to teaching and the rest contain items like keeping order in addition to the teacher’s location in the classroom. Respectively, pupils’ activities are organized into five groups that contain altogether 22 items. These contain the activities of a single pupil, and also pupil-teacher and pupil-pupil discussionson mathematics.

KW - 516 Educational sciences

M3 - Article

VL - 14

SP - 25

EP - 43

JO - Teaching mathematics and computer science.

JF - Teaching mathematics and computer science.

SN - 1589-7389

IS - 1

ER -