Patterns of Communicative Interaction of a Mathematics professor. Case study

This study was developed in order to analyze patterns of communicative interactions in some mathematics lessons of the bachelor’s degree in Mathematics at Pedagogical and Technological University of Colombia (UPTC). The research is qualitative, interpretative and hermeneutic. A professor was taken as a sample and each session of his mathematics lesson was distributed in didactic configurations and the interactions of each configuration were analyzed. It should be pointed out that the most frequent interactions in the mathematics lesson are: the short question by the professor as well as the short answer by the student, the clarifications and short explanations given by the professor, the broad explanation by the professor and his own response. Therefore it was concluded that the lesson given by the professor is traditional-technological.

• Tipo de recurso: http://purl.org/coar/resource_type/c_6781
• Fecha de publicación: 2017
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/13464
• Acceso en línea: https://revistas.uptc.edu.co/index.php/praxis_saber/article/view/6200; https://repositorio.uptc.edu.co/handle/001/13464
• Palabra clave: lessons; mathematics; communicative interaction; didactic configurations.; clases; matemáticas; interacción comunicativa; configuración didáctica; classes; mathématiques; interaction communicative; configuration didactique; aulas; matemática; interação comunicativa; configuração didática
• License: http://purl.org/coar/access_right/c_abf282