Mediation in the teaching of addition and subtraction in Peru and Colombia
This study investigates three facets of teacher mediation: a) The sensitivity to the needs of the student with difficulty (perceived difficulty), b) The way to organize activities and experiences that encourage learning and c) The ability to institute tasks with diverse levels of complexity (institu...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2022 |
| País: | Perú |
| Recursos: | Pontificia Universidad Católica del Perú |
| Repositório: | Revistas - Pontificia Universidad Católica del Perú |
| Idioma: | espanhol |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/25497 |
| Acesso em linha: | http://revistas.pucp.edu.pe/index.php/psicologia/article/view/25497 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Situated learning Addition Subtraction Teacher role Aprendizaje situado Adición Sustracción Rol docente Apprentissage situé Soustraction Rôle d›enseignement Aprendizagem situada Adição Subtração Papel de ensino |
| Resumo: | This study investigates three facets of teacher mediation: a) The sensitivity to the needs of the student with difficulty (perceived difficulty), b) The way to organize activities and experiences that encourage learning and c) The ability to institute tasks with diverse levels of complexity (instituted difficulty). The Test for Assessment of Instituted Difficulty in Situations of Addition and Subtraction (DISAS) (Santana & Herrera, 2017) was applied to 20 Peruvian and 20 Colombian teachers from 1st to 5th grade of elementary school, who described their way of orienting students with difficulty to add and subtract. The results obtained suggest that the cultural environment is important in the organization of the teacher’s activity when teaching these operations. |
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