Experiences of problem solving in whole class interactions

Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving...

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Main Authors: Jenni Ingram, Paul A. Riser
Format: Article
Language:English
Published: Sociedad Española de Investigación en Educación Matemática 2019-10-01
Series:Avances de Investigación en Educación Matemática
Subjects:
Online Access:https://aiem.es/article/view/3915
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author Jenni Ingram
Paul A. Riser
author_facet Jenni Ingram
Paul A. Riser
author_sort Jenni Ingram
collection DOAJ
description Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving in their everyday mathematics lessons. Our analysis shows how students’ participate in a very narrow range of problem solving actions and that the actions that they do participate in are controlled by the teacher. This raises implications for what students perceive and interpret problem solving to be in mathematics
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spelling doaj.art-be36d5802be24514bc6a04ff24a3009a2022-12-22T03:39:21ZengSociedad Española de Investigación en Educación MatemáticaAvances de Investigación en Educación Matemática2254-43132019-10-011610.35763/aiem.v0i16.279Experiences of problem solving in whole class interactions Jenni Ingram0Paul A. Riser1University of OxfordUniversity of Oxford Problem solving is often considered to be an essential part of learning mathematics. In this paper we examine the whole class interactions around problems and problem solving as they naturally occur in mathematics classrooms. Thus, we are examining students’ ordinary experiences of problem solving in their everyday mathematics lessons. Our analysis shows how students’ participate in a very narrow range of problem solving actions and that the actions that they do participate in are controlled by the teacher. This raises implications for what students perceive and interpret problem solving to be in mathematics https://aiem.es/article/view/3915Problem solvingconversation analysisclassroom interaction
spellingShingle Jenni Ingram
Paul A. Riser
Experiences of problem solving in whole class interactions
Avances de Investigación en Educación Matemática
Problem solving
conversation analysis
classroom interaction
title Experiences of problem solving in whole class interactions
title_full Experiences of problem solving in whole class interactions
title_fullStr Experiences of problem solving in whole class interactions
title_full_unstemmed Experiences of problem solving in whole class interactions
title_short Experiences of problem solving in whole class interactions
title_sort experiences of problem solving in whole class interactions
topic Problem solving
conversation analysis
classroom interaction
url https://aiem.es/article/view/3915
work_keys_str_mv AT jenniingram experiencesofproblemsolvinginwholeclassinteractions
AT paulariser experiencesofproblemsolvinginwholeclassinteractions