An analysis of a young teacher's communication with pupils in a mathematical environment fostering the combinatorial reasoning (a case study)
2011
Abstract
The study analyses a teacher's communication with 3rd grade pupils in a set of didactical situations which are based on a learning environment fostering combinatorial reasoning. The analysis is based on a comparison of the teacher's behaviour with the teaching methods of her primary and secondary school, her university education and her pedagogical conception and beliefs.
The results show that, in comparison with the primary and secondary education, the principles of her university education have a higher influence on her attitude towards her pupils in the didactical situations. Moreover, her behaviour is in accord with the principles of the conception of learning mathematics that she would like to present to the pupils.