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|Title:||Understanding the teacher’s role in supporting students’ generalization when investigating sequences|
|Publisher:||Università degli studi di Palermo|
|Citation:||Oliveira, H. (2009). Understanding the teacher’s role in supporting students’ generalization when investigating sequences. Quaderni di Ricerca in Didattica (Matematica), 19 (Supplemento n. 4), 133-143.|
|Abstract:||The aim of this paper is to analyse the teacher’s role in supporting students’ work in mathematical investigations, in particular, with one task which involves generalisation in sequences in the 8th grade, and the constraints the teacher faces when performing this role. The lessons were audio and video recorded and the teacher was interviewed in order to understand her options and perspectives about the classroom events. Five aspects of the teacher’s role have being identified regarding her support to students’ generalisation, namely, suggesting them to: display more steps in the sequence; draw a different representation, usually a table; establish a relation between the term and its position; look for familiar sequences in the numbers; and, use a proper variable. From the results it appears that to understand the teacher’s role in this situation it is necessary to take into account: i) the nature of the other tasks that have been solved in previous lessons and its relation to this one; ii) the teacher’s perspectives about what counts as generalisation and the different possible representations involved in the task; and, iii) finally, the compatibility of the goals established by the teacher for the task and for supporting students’ work.|
|Appears in Collections:||IE - GIDM - Artigos em Revistas Internacionais|
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