What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks

Autor/inn/en	Enríquez, Jakeline Amparo Villota; de Oliveira, Andréia María Pereira; Valencia, Heriberto González
Titel	What Mathematics Teachers Say about the Teaching Strategies in the Implementation of Tasks
Quelle	In: English Language Teaching, 11 (2018) 1, S.65-79 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Mathematics Teachers; Teaching Methods; Educational Strategies; Task Analysis; Curriculum Implementation; Qualitative Research; Interviews; Protocol Materials; Predictor Variables; Intention; Demonstrations (Educational); Teaching Styles; Educational Practices; College Faculty; Undergraduate Students; Educational Researchers; Observation + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie; Aufgabenanalyse; Qualitative Forschung; Interviewing; Interviewtechnik; Unterrichtsprotokoll; Prädiktor; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Lehrstil; Unterrichtsstil; Bildungspraxis; Fakultät; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Beobachtung
Abstract	In this article we will discuss, through the explanations given by teachers who teach Mathematics, the importance of using teaching strategies in the implementation of tasks. Teachers who participated in it belong to the group "Observatory Mathematics Education" (OME-Bahia). This study was framed in a qualitative approach and data were collected through observation and an interview. The interview was conducted taking into account the observation produced through videos where the implementation of mathematical tasks was recorded, serving as support different times where teachers used different teaching strategies in order to take them up again at the time of the interviews. The results showed that in the using of each teaching strategy, there is a particular importance that is assumed by the teacher; that means, their intentions are subject to different variables. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01