Stereotypes and the Education of In-Service Mathematics Teachers in Urban Schools

Authors Luz Valoyes-Chávez   Abstract: Research has shown that reform-based instruction focused on solving nonroutine mathematics problems positively impacts low-income students’ learning opportunities, participation, and identities. Working in groups, discussing mathematical ideas, and engaging in rich whole-class mathematical conversations seem to promote interactions that challenge the invisible role usually played by

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Teachers’ Mathematical Tensions Surfacing During the First Session of a Problem-Solving Professional Development Workshop

Authors Josefa Perdomo-Díaz Patricio Felmer Cristóbal Rojas   Abstract: When teachers participating in a professional development workshop discuss their experiences during a problem-solving session, they sometimes express a sense of imbalance or discomfort rooted in the contrast between these experiences and their abilities and previous mathematical self-perceptions, beliefs, and knowledge. These are expressions

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Do Not Interrupt Students’ Work: How Teacher Interactions Influence Team’s Problem-Solving Capabilities

Authors Sergio Celis Carlos Quiroz Valentina Toro-Vidal Abstract: We study how teacher interactions with student groups relate to team’s problem-solving capabilities in the teaching of mathematics in open-access institutions of higher education in Chile. We define a teacher interaction as the moment in which a teacher visits a group of student working

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Examining Sources of Self-Efficacy in Whole-Class Problem Solving

Authors Annette Rouleau Natalia Ruiz Cristián Reyes Peter Liljedahl Abstract: Self-efficacy is commonly defined as the belief in one’s abilities to attain a goal or outcome. This has significance in classroom situations where students with low self-efficacy fall into a self-fulfilling feedback loop of low aspirations leading to low performance, leading to even lower

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Changing Beliefs: The Case of First-Person Vicarious Experiences

Authors: Annette Rouleau Natalia Ruiz Cristián Reyes Peter Liljedahl Abstract: Changes of beliefs do not happen arbitrarily; there are underlying mechanisms that enable the shift from a preexisting belief to a new belief. This study outlines a problem-solving implementation in which we suggest participants experienced shifts in their beliefs. We describe these belief

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Collaborative Learning to Improve Problem-Solving Skills: A Relation Affecting Through Attitude Toward Mathematics

Authors: Farzaneh Saadati and Cristián Reyes Abstract: Research on the effectiveness of collaborative learning approaches usually concentrates on individual performance as the primary indicator for a successful learning outcome. However, inconsistent success has been demonstrated for students’ outcomes after participating in a collaborative learning. In order to seek the reasons

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Iniciativa ARPA presenta resultados de investigación a instituciones educacionales participantes de sus talleres de formación profesional

En una ceremonia realizada en la Facultad de Ciencias Físicas y Matemáticas de la Universidad de Chile, se llevó a cabo la segunda versión de la presentación de resultados de investigación ARPA 2017, que este año incluyó el trabajo en resolución de problemas desarrollado en las áreas de escritura y

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Imagen propiedad de ARPA