CRPP - Conference Papers

As part of the Leaner’s Perspective Study (LPS), three grade eight mathematics classrooms of competent teachers, in Singapore, were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology and data on several aspects of the teaching and learning in the three classrooms have been analysed. In this paper, three main aspects of the pedagogical flow in these classrooms, namely nature of teachers’ instructional approaches, the role of textbook, and the nature and role of homework will be presented.

As part of the Learner’s Perspective Study (LPS), three competent mathematics teachers were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology. Since teacher questions are viewed as a critical teaching tool by many researchers and educators, the different types of questions posed by the teachers during their lessons were studied. An attempt was made to link the types of questions and the teachers’ pedagogical goals. This paper will share with the participants the methodology used and respective findings.