Class Discussion After Solving a Fermi Problem in Groups: Analysis of Teacher and Student Actions

This study analyses the class discussion that follows students working on a Fermi problem in groups, with a particular focus on the interactions between teachers and students and their influence on mathematical reasoning. The research involved a sample of 24 fifth-grade students from a public school in Mollet del Vallès, Spain, who were tasked with solving the following question: “How many people can fit in the schoolyard?” The teacher actions (redirecting, progressing, focusing) and student interventions (explanations, initiatives, responses). The findings demonstrate the crucial role of the teacher in orchestrating the discussion, which predominantly followed the initiation-response-evaluation (IRE) pattern. The implementation of key teaching actions, such as recap and demonstration, enabled students to reflect upon and refine their own approaches. While the students’ participation was largely reactive, their contributions were crucial for the progression of the discussion. The findings of this study emphasize the significance of well-structured classroom discussions in prompting students to engage in critical reflection on their chosen solutions and methodologies.