Do teachers understand their pupils?
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F17%3A10370851" target="_blank" >RIV/00216208:11410/17:10370851 - isvavai.cz</a>
Výsledek na webu
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DOI - Digital Object Identifier
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Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Do teachers understand their pupils?
Popis výsledku v původním jazyce
In mathematics lessons we often come across situations in which a teacher considers their pupil's answer wrong if it deviates from the expected answer. In the best case the teacher admits they do not understand their pupil's thinking and do not discard the answer as wrong. However, even in this case they refuse to communicate about it any further. The fear of misunderstanding pupils often becomes an obstacle to initiation of class discussions. The paper focuses on the phenomenon of misunderstanding in the teacher-experimenter - pupil interaction. The data come from two experiments. The analysis of the data clearly shows that the misunderstanding is not caused by the pupil but by the teacher in the role of the experimenter. This finding is a strong motivation to study the phenomenon of misunderstanding in classroom interaction in further research.
Název v anglickém jazyce
Do teachers understand their pupils?
Popis výsledku anglicky
In mathematics lessons we often come across situations in which a teacher considers their pupil's answer wrong if it deviates from the expected answer. In the best case the teacher admits they do not understand their pupil's thinking and do not discard the answer as wrong. However, even in this case they refuse to communicate about it any further. The fear of misunderstanding pupils often becomes an obstacle to initiation of class discussions. The paper focuses on the phenomenon of misunderstanding in the teacher-experimenter - pupil interaction. The data come from two experiments. The analysis of the data clearly shows that the misunderstanding is not caused by the pupil but by the teacher in the role of the experimenter. This finding is a strong motivation to study the phenomenon of misunderstanding in classroom interaction in further research.
Klasifikace
Druh
D - Stať ve sborníku
CEP obor
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OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
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Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2017
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název statě ve sborníku
EQUITY AND DIVERSITY IN ELEMENTARY MATHEMATICS EDUCATION
ISBN
978-80-7290-955-1
ISSN
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e-ISSN
neuvedeno
Počet stran výsledku
11
Strana od-do
235-245
Název nakladatele
Karlova univerzita, Pedagogická fakulta
Místo vydání
Prague, Czech Republic
Místo konání akce
Prague, Czech Republic
Datum konání akce
20. 8. 2017
Typ akce podle státní příslušnosti
WRD - Celosvětová akce
Kód UT WoS článku
000432421100024