Complexity in Teaching and Children ’ S Mathematical Thinking
نویسندگان
چکیده
In the research conducted, the relationship between teaching complexity and children’s mathematical thinking was investigated in 4 ‘reform’ classes and 1 conventional elementary class (7-8 years). Forty lessons were analyzed for the type of teaching and children’s mathematical thinking revealed during class discussion. The results indicate increased complexity in teaching and level of children’s thinking was highly related to the kinds of interaction that distinguished three class cultures. These findings complete a previously proposed theoretical framework that integrates teaching and learning by detailing acts of teaching in relation to complexity of children’s thinking.
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