Resumen

PREISS, David; LARRAIN, Antonia  y  VALENZUELA, Susana. Discourse and Thought in the Chilean Mathematics Classroom. Psykhe [online]. 2011, vol.20, n.2, pp.131-146. ISSN 0718-2228.  http://dx.doi.org/10.4067/S0718-22282011000200011.

The goal of this study was to explore the nature of the processes of mathematical thinking evidenced in the discourse of teachers working at Chilean middle-school level public schools. Seventy seven classroom videos filmed as a part of the Chilean Government National Teaching Assessment System were coded according to a rubric that distinguished 4 forms of mathematical thinking: mechanic problem solving, reasoned problem solving, mechanic information presentation, and reasoned information presentation. Descriptive analysis and multivariate analyses of variance were performed. The results evidence that teachers' mathematical thinking is focused on mechanic information presentation and mechanic problem solving. Teachers working in 5^th and 6^th grade classrooms significantly allocate less time to problem solving than teachers working in 7^th and 8^th grade classrooms. These results are coherent with previous evidence showing that Chilean teachers adhere to an intuitive pedagogy focused on the repeated practice of procedures.

Palabras clave : public thinking; teaching of mathematics; video study.

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