A4 Article in conference proceedings
Differences in teacher telling according to students' age (2022)

Hähkiöniemi, M., Lehtinen, A., Nieminen, P., & Pehkonen, S. (2022). Differences in teacher telling according to students' age. In C. Fernández, S. Llinares, Á. Gutiérrez, & N. Planas (Eds.), PME 45 : Proceedings of the 45nd Conference of the International Group for the Psychology of Mathematics Education. Volume 2 (pp. 331-338). International Group for the Psychology of Mathematics Education. Proceedings of the PME Conference. https://web.ua.es/en/pme45/documents/proceedings-pme-45-vol2.pdf

JYU authors or editors

Hähkiöniemi, Markus
Lehtinen, Antti
Nieminen, Pasi
Skyttä, Salla

Publication details

All authors or editors: Hähkiöniemi, Markus; Lehtinen, Antti; Nieminen, Pasi; Pehkonen, Salla

Parent publication: PME 45 : Proceedings of the 45nd Conference of the International Group for the Psychology of Mathematics Education. Volume 2

Parent publication editors: Fernández, Ceneida; Llinares, Salvador; Gutiérrez, Ángel; Planas, Núria

Conference:

Conference of the International Group for the Psychology of Mathematics Education

Place and date of conference: Alicante, Spain, 18.-23.7.2022

eISBN: 978-84-1302-176-8

Journal or series: Proceedings of the PME Conference

ISSN: 0771-100X

Publication year: 2022

Pages range: 331-338

Number of pages in the book: 402

Publisher: International Group for the Psychology of Mathematics Education

Publication country: Spain

Publication language: English

Persistent website address: https://web.ua.es/en/pme45/documents/proceedings-pme-45-vol2.pdf

Publication open access: Openly available

Publication channel open access: Open Access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/83397

Abstract

Teacher telling can support but also hinder learning. In inquiry activities, telling that removes productive struggle may be problematic. In this study, different aged students experimented in a digital learning environment to build rules for a balance beam. We examined how the amount of teacher telling vary according to students’ age and the sophistication level of the rule. We collected video data from 21 pre-service teachers when each of them guided eight, 10, and 12 year old students. We found that the amount of teacher telling generally was not related to students’ age. However, when considering teacher guidance for more sophisticated rules, teacher telling was related to students’ age. Thus, the focus of the guidance is an essential factor affecting telling and teachers may have pressure for guiding students towards a high-level product.

Keywords: educational methods; class teachers; school children; age; direction (instruction and guidance); teaching and instruction; mathematics; investigative learning