Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task
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Título: | Polygon Class Learning Opportunities: Interplay Between Teacher’s Moves, Children’s Geometrical Thinking, and Geometrical Task |
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Autor/es: | Bernabeu-Martínez, Melania | Moreno, Mar | Llinares, Salvador |
Grupo/s de investigación o GITE: | Investigación y Formación Didáctica |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Innovación y Formación Didáctica |
Palabras clave: | Children’s geometrical thinking | Learning opportunities | Polygon classes | Teacher’s moves | Whole-class instruction |
Fecha de publicación: | 28-oct-2023 |
Editor: | Springer Nature |
Cita bibliográfica: | International Journal of Science and Mathematics Education. 2023. https://doi.org/10.1007/s10763-023-10425-3 |
Resumen: | This study identifies characteristics of polygon class learning opportunities for 8–9-year-old children during the whole-class instruction. We consider the interplay between the geometrical tasks demanding different ways of reasoning, features of children’s geometrical thinking, and the teacher’s moves to identify characteristics of learning opportunities. We identified 3 types of learning opportunities during whole-class instruction: (a) recognizing (initiating the deconstruction dimensional), (b) supporting children’s analytical reasoning, and (c) encouraging children to establish relations between attributes of the figures. Our findings highlight the holistic facet of the learning opportunities of geometry in primary education that connect the students’ geometrical arguments generated by solving enriching geometrical tasks and the teacher’s moves drawing on children’s geometrical thinking during the whole-class instruction. We conjectured that weaving these 3 aspects together supported the emergence of relevant geometric learning opportunities for children. |
Patrocinador/es: | Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research has been carried out in part with the support of the Ministry of Science and Innovation Project (National Research Plan (Spain), Ref. PID2020-116514GB-I00). |
URI: | http://hdl.handle.net/10045/138152 |
ISSN: | 1571-0068 (Print) | 1573-1774 (Online) |
DOI: | 10.1007/s10763-023-10425-3 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © The Author(s) 2023. Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.1007/s10763-023-10425-3 |
Aparece en las colecciones: | INV - IFD-DM - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Bernabeu_etal_2023_IntJSciMathEduc.pdf | 1,49 MB | Adobe PDF | Abrir Vista previa | |
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