| dc.creator |
Kinyota, Mjege |
|
| dc.date |
2021-04-28T13:07:11Z |
|
| dc.date |
2021-04-28T13:07:11Z |
|
| dc.date |
2019-09-30 |
|
| dc.date.accessioned |
2021-05-07T09:39:39Z |
|
| dc.date.available |
2021-05-07T09:39:39Z |
|
| dc.identifier |
https://journals.udsm.ac.tz/index.php/ped/article/view/3503 |
|
| dc.identifier |
https://journals.udsm.ac.tz/index.php/ped/article/view/3503 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/5687 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/5687 |
|
| dc.description |
The role of instructional moves in fostering students’ problem-solving skills
is well documented. Hence, this study analysed a videotaped interaction of
four high school students from one school in the USA solving an ill-structured
mathematical problem under teachers’ guidance. Furthermore, five students
from one school in Tanzania solved the same problem while their teachers
were allowed to observe, after which they were interviewed. Findings indicated
that non-judgmental teachers’ instructional moves that requested for students’
explanation, clarification and justification were key to providing scaffolds that
helped students during problem solving. Additionally, although Tanzanian
teachers perceived several challenges, they had positive opinions regarding
ill-structured problems, collaborative problem solving and use of video for
reflective practices. Finally, policy and practical implications for mathematics
education in Tanzania are discussed. |
|
| dc.language |
en |
|
| dc.publisher |
Papers in Education |
|
| dc.subject |
collaborative problem solving, ill-structured problems, instructional design, mathematics education |
|
| dc.title |
The Role of Teachers’ Instructional Moves on Students’ Problem-Solving Skills: A Discourse Analysis of Mathematics Lessons in the USA and Tanzania |
|
| dc.type |
Journal Article |
|