CRPP - Research Reports
Permanent URI for this collection
NOTE: Access to most of the reports is restricted to NIE staff only.
Browsing CRPP - Research Reports by Author "Berinderjeet Kaur"
Now showing 1 - 2 of 2
Results Per Page
Sort Options
- PublicationRestrictedEnhancing the pedagogy of mathematics teachers to emphasize understanding, reasoning and communication in their classrooms (EPMT)(2010-03)
; ;Yeap, Ban HarLow, Hooi KiamThis intervention project was a special focus project of CRPP. This project focused on professional development of primary and secondary schools to enhance the teachers' pedagogy of mathematics in the areas of designing of mathematical learning tasks and of lessons that emphasize understanding, reasoning and communication in teachers' classrooms. The professional development (PD) involved experts working with teachers for a period of two years, during which the experts involved teachers in crafting mathematical learning tasks and designing mathematics lessons that aim to teach for understanding. Throughout the PD teachers worked with fellow teachers, as part of a community of learners, to advance their knowledge and skills in their classroom practice. The project showcased a model of PD, the blended approach, which teachers certainly attested was a preferred model of teacher learning. The deliverables of the project, in particular the three professional books, have been whole heartedly welcomed by mathematics teachers in Singapore schools.251 105 - PublicationRestrictedStudent perspective on effective mathematics pedagogy: stimulated recall approach study(2009-04)
; Low, Hooi KiamThe goals of this study were two fold. It was a special focus project of CRPP and complimented in some ways the research of Panels 3 and 4 of the core research programme (2004 – 2007). It was also a part of an international comparative study, the Learner's Perspective Study (LPS), led by David Clarke from the University of Melbourne. The study examined the practices of three secondary two (grade eight) competent mathematics teachers and their classrooms in an integrated and comprehensive manner. This qualitative study adopted the research methodology of the LPS. A significant feature of the methodology was the use of three cameras to capture the data during sequences of 10 lessons for each teacher. The data collected for the study is indeed very substantial. Analysis of the instructional approaches of the teachers, the role of textbook in their classrooms, nature and role of homework, the source and cognitive demands of mathematical tasks the teachers used, the type of teacher questions that were asked during the instruction, what teacher's attached importance to in their lessons, what students valued in their mathematics lessons and student's perspectives of good mathematics lessons have been carried out and the respective findings reported in several publications as well as this report.126 51