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Harskamp, E. & Ding, N. Structured collaboration versus individual learning in solving physics problems. International journal of science education, 28 (14), 1669-1688, 2006.

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Article

The Effect in the Action of the Professor and the Problems in the Development of Abstract Reasoning in Future Teachers

1Education, CES Don Bosco, Madrid, Spain

2Mathematics education, Universidad Complutense, Madrid, Spain


American Journal of Educational Research. 2017, Vol. 5 No. 3, 267-272
DOI: 10.12691/education-5-3-6
Copyright © 2017 Science and Education Publishing

Cite this paper:
David Mendez, Juan Carlos Sanchez, Miriam Mendez. The Effect in the Action of the Professor and the Problems in the Development of Abstract Reasoning in Future Teachers. American Journal of Educational Research. 2017; 5(3):267-272. doi: 10.12691/education-5-3-6.

Correspondence to: David  Mendez, Education, CES Don Bosco, Madrid, Spain. Email: dmendez@villanueva.edu

Abstract

Abstract reasoning is an important ability to understand science and mathematics concepts. The aim has been to increase this ability by means of mathematic problems and cooperative learning. This experiment has been carried out with six groups: the students have to do some mathematics problems. In the control groups, there was no aid from the professor, and in the experimental groups the professor solved any existing doubt. A pretest and posttest was done in order to consider if the professor's teaching had caused any difference. The results showed that the problems produced a gain and the intervention of the professor increased the gain in the experimental groups.

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