A Problem-Solving Inquiry-Oriented Approach to Learning Mathematics: Student/Teacher Interactions of Rule-Based Learners.

Autor/inn/en	Tharp, Marcia L.; Uprichard, A. Edward
Titel	A Problem-Solving Inquiry-Oriented Approach to Learning Mathematics: Student/Teacher Interactions of Rule-Based Learners.
Quelle	(1992), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Attitude Measures; Case Studies; Cognitive Development; Cognitive Processes; Geometry; High School Students; High Schools; Inquiry; Learning Processes; Learning Strategies; Mathematical Concepts; Mathematics Education; Mathematics Instruction; Problem Solving; School Surveys; Secondary School Teachers; Student Attitudes; Teacher Behavior; Teacher Role; Teacher Student Relationship; Thinking Skills + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Case study; Fallstudie; Case Study; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Geometrie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Problemlösen; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Denkfähigkeit
Abstract	Recent calls for mathematics instruction reform recommend that a problem-solving inquiry-oriented (PSIO) classroom environment be established. Students, however, may view mathematics as a static, ruled-based discipline that runs counter to the PSIO approach. A study examined the student/teacher interactions as seen from the viewpoint of five honors geometry students holding a rule-based viewpoint of mathematics as they participated in a PSIO approach to learning mathematics for an entire year. A case study methodology was employed to gain insight into students' beliefs, thinking, and behavior. Results are reported according to themes that emerged concerning the students' beliefs about understanding mathematics, learning priorities, learning strategies, and mathematical power. Findings indicated that rule-based learners in the PSIO environment: (1) chose to ignore opportunities to think about relationship and concepts in-depth; (2) used inappropriate cues based on emotion and external factors to decide when understanding is achieved; and (3) remain uninvolved in their learning and became more passive towards the end of the study. Appendices provide definitions, teacher observation checklists, and a student survey. (Contains over 100 references.) (MDH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC