Strategies Used by Teachers of Mathematics in the Implementation of Tasks

Jakeline Amparo Villota Enríquez, Heriberto González Valencia and Andréia María Pereira de Oliveira

Modern Applied Science, 2018, vol. 12, issue 5, 114

Abstract: This article identifies and describes the teaching strategies used by mathematic teachers in implementing tasks. The context of this study was the classroom of three mathematic teachers at elementary and secondary education. This study is framed as a qualitative approach, using observation and interview as the tool for data collection. The results showed that there are varieties of teaching strategies used by the teachers in the implementation of mathematical tasks, classified in the following categories- Pre-instructional, co-instructional and post-instructional proposed by Diaz and Hernandez (2010).

Date: 2018
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
https://ccsenet.org/journal/index.php/mas/article/download/75101/41411 (application/pdf)
https://ccsenet.org/journal/index.php/mas/article/view/75101 (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ibn:masjnl:v:12:y:2018:i:5:p:114

Access Statistics for this article

More articles in Modern Applied Science from Canadian Center of Science and Education Contact information at EDIRC.
Bibliographic data for series maintained by Canadian Center of Science and Education ().