Teachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson

  • Anu Laine
  • Maija Ahtee
  • Liisa Näveri
  • Erkki Pehkonen
  • Markku S Hannula
Keywords: problem solving, arithmagon, justification, elementary education, mathematics

Abstract

The aim of this study is to find out whether there is a connection between teacher’s request and guidance for written explanation and third-graders’ achievements in solving a non-standard problem.  Pupils’ task was to solve a simplified arithmagon and to explain their solution. The lessons of seven teachers were recorded and their actions were examined and categorized during a problem-solving lesson. Also pupils’ solutions were checked and classified. The teacher’s behavior seems to have a crucial role in the quality of pupils’ written explanations. The third-graders had difficulties in writing their reasoning for solving the problem.

Published
2018-06-21
How to Cite
Laine, A., Ahtee, M., Näveri, L., Pehkonen, E., & Hannula, M. S. (2018). Teachers’ influence on the quality of pupils’ written explanations – Third-graders solving a simplified arithmagon task during a mathematics lesson. LUMAT: International Journal on Math, Science and Technology Education, 6(1), 87–104. https://doi.org/10.31129/LUMAT.6.1.255
Section
General Issue: Research Articles