id: 06228617
dt: a
an: 2014a.00287
au: Horoks, Julie
ti: Teaching practices and student learning: a case study.
so: Vandebrouck, Fabrice (ed.), Mathematics classrooms. Students’ activities
and teachers’ practices. Rotterdam: Sense Publishers (ISBN
978-94-6209-279-2/pbk; 978-94-6209-280-8/hbk; 978-94-6209-281-5/ebook).
135-149 (2013).
py: 2013
pu: Rotterdam: Sense Publishers
la: EN
cc: C70
ut: teaching practices; student learning; teaching-learning process
ci:
li:
ab: Introduction: The following study is an example of the analysis of the
relationship between teaching practices and student learning of a
mathematical notion. In this research, we tried to describe in what way
what is proposed by a teacher in class can influence student learning,
using different tools to analyze tasks and mathematical activities
previously exposed. Our aim is to understand the effect of teaching
practices on student learning of mathematics, for a given content. In
an attempt to specify this influence, we can discover more
specifically, by comparing several possible class management choices,
if there are conditions of student work that seem to trigger learning
differently, while favoring for example the acquisition of a targeted
property by a larger number of students. Are there certain ways of
organizing class work which turn out to be more beneficial for student
success? In case of failure, we can wonder about what was “lacking"
for the students in class, among everything that was proposed by the
teacher, which helped initiale their learning, and we can try to
distinguish these types of lacks. Naturally, we are not questioning the
teacher’s work, and we will consider the different components of
his/her job to explain certain choices made for his/her class.
rv: