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Its easier said than done: The long way from an educational reform to changes in instruction. A Chilean example of mathematical reasoning and constructivist teaching orientation
Daniela Jiménez und María Leonor Varas
Diese Publikation zitieren
Daniela Jiménez, María Leonor Varas, Claudia Richter(Hg.), Mareike Tarazona(Hg.), Its easier said than done: The long way from an educational reform to changes in instruction. A Chilean example of mathematical reasoning and constructivist teaching orientation (2010), Waxmann Verlag, 48159 Münster, ISSN: 0947-9732, 2010 #1, S.76
Beschreibung / Abstract
The implementation of a new national curriculum was one of many strategies in the Chilean educa-tional reform begun in 1990. In mathematics, the new development emphasized mathematical reasoning and incorporated a constructivist teaching orientation, among other issues. This article presents findings from a video-based study that examines mathematical reasoning and constructivist teaching orientation in three-lesson units on the Pythagorean Theorem. The sample comprises 21 7th grade classes, their teachers and correspondent 784 pupils. The results show that the teachers report a high agreement with constructivist teaching orientation when asked in a questionnaire, but according to the videotaped lessons their teaching rather corre-sponds to a receptive orientation. Regarding mathematical reasoning, the majority of the teachers introduced the Pythagorean Theorem by means of an inquiry activity, failing to foster mathematical reasoning.