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Actions of a Trainee Teacher in Orchestrating Mathematical Discussions

2025Artigo científico Acesso aberto
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dc.contributor.authorFreitas, Yelitza
dc.contributor.authorMartins, Fernando Manuel Lourenço
dc.contributor.authorMoral-Sánchez, Silvia-Natividad
dc.contributor.authorRuiz-Rey, Francisco-José
dc.date.accessioned2026-05-12T15:52:04Z
dc.date.available2026-05-12T15:52:04Z
dc.date.issued2025
dc.description.abstractBackground/purpose. This article aims to identify and analyze the actions of a trainee teacher in orchestrating mathematical discussions in an Exploratory Teaching environment. Materials/methods. This qualitative study of an interpretative nature and case study design focuses on analyzing the content of four Multimodal Narratives.Results. The results show that the predominant actions focus on questioning to foster understanding. In the sessions where the students experienced the most difficulties, it proved necessary to interpret the interactions with the students and between the students by attributing meaning and sense to the different interactions. There was a need for the trainee teacher to understand the students' strategies better and to reflect on the questioning strategies. The characteristics of Exploratory Teaching facilitated actions related to the systematization of learning. The phase of systematizing mathematical learning led the trainee teacher to actions related to systematizing learning. Finally, the absence of some actions reinforces the importance of reflection for professional development. Conclusion. These results indicate that during the orchestration of collective discussions, the teacher's main actions center on questioning and asking for clarification to interpret interactions with and between children. The study also shows that Exploratory Teaching helps to systematize learning, such as revisiting and summarizing the main topics of the discussion and recovering students' prior knowledge. The absence of some actions leads us to believe in the importance of analyzing and reflecting on practice for teachers' professional development.eng
dc.description.sponsorshipIPC ESEC’s NIEFI-PEAPEA, BIC Grant, IPC-ESE/NIEFI/PEAPEA Grant 1-2022
dc.identifier.citationFreitas, Y., Martins, F., Moral-Sánchez, S., & Ruiz-Rey, F. (2025). Actions of aTrainee Teacher in OrchestratingMathematical Discussions. EducationalProcess: International Journal, 14, e2025038.https://doi.org/10.22521/edupij.2025.14.38
dc.identifier.doi10.22521/edupij.2025.14.38
dc.identifier.issn2564-8020
dc.identifier.urihttp://hdl.handle.net/10400.26/63094
dc.language.isoeng
dc.peerreviewedyes
dc.publisherUniversitepark
dc.relationUIDB/50008/2020
dc.relationUIDB/05198/2020
dc.relation.ispartofEducational Process International Journal
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectWhole-class discussions
dc.subjectpracticum
dc.subjectmathematics teaching
dc.subjectexploratory teaching
dc.subjectmultimodal narratives
dc.titleActions of a Trainee Teacher in Orchestrating Mathematical Discussionseng
dc.typejournal article
dspace.entity.typePublication
oaire.citation.issue1
oaire.citation.titleEducationalProcess: International Journal
oaire.citation.volume14
oaire.versionhttp://purl.org/coar/version/c_970fb48d4fbd8a85
person.familyNameMartins
person.givenNameFernando Manuel Lourenço
person.identifier0000000070715256
person.identifier.ciencia-id8512-5BB4-6DFD
person.identifier.orcid0000-0002-1812-2300
person.identifier.ridAAK-6934-2020
person.identifier.scopus-author-id57217191490
relation.isAuthorOfPublication805fc13a-0e76-4f11-9d4c-0dc177f8145c
relation.isAuthorOfPublication.latestForDiscovery805fc13a-0e76-4f11-9d4c-0dc177f8145c

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