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.
    Alkuperäiskielienglanti
    LehtiTeaching mathematics and computer science.
    Vuosikerta14
    Numero1
    Sivut25-43
    Sivumäärä19
    ISSN1589-7389
    TilaJulkaistu - 2016
    OKM-julkaisutyyppiA1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä, vertaisarvioitu

    Tieteenalat

    • 516 Kasvatustieteet

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    title = "Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson",
    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",
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    language = "English",
    volume = "14",
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    journal = "Teaching mathematics and computer science.",
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    publisher = "INSTITUTE OF MATHEMATICS, UNIVERSITY OF DEBRECEN",
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    Developing a method to determine teachers’ and pupils’ activities during a mathematics lesson. / Ahtee, Maija; Pehkonen, Erkki; Laine, Anu; Näveri, Liisa; Hannula, Markku S.; Tikkanen, Pirjo.

    julkaisussa: Teaching mathematics and computer science., Vuosikerta 14, Nro 1, 2016, s. 25-43.

    Tutkimustuotos: ArtikkelijulkaisuArtikkeliTieteellinenvertaisarvioitu

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    AU - Ahtee, Maija

    AU - Pehkonen, Erkki

    AU - Laine, Anu

    AU - Näveri, Liisa

    AU - Hannula, Markku S.

    AU - Tikkanen, Pirjo

    PY - 2016

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    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.

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    JO - Teaching mathematics and computer science.

    JF - Teaching mathematics and computer science.

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