Options
Activating teacher critical moments of learning through reflection
Citation
Ng, K. E. D., Wanty Widjaja, Chan, C. M. E., & Seto, C. (2015). Activating teacher critical moments of learning through reflection. In S. J. Cho (Ed.), Proceedings of the 12th International Congress on Mathematical Education (ICME-12) (pp. 3347-3356). Springer International Publishing.
Abstract
Mathematical modelling is one of the current focuses in the Singapore Mathematics Curriculum Framework. A multi-tiered teaching experiment using design research methodology was conducted to build teachers' capacity in designing, facilitating, and evaluating learning during mathematical modelling tasks for Primary 5 students (aged 10-11). This paper illustrates the use of the retrospective analysis phase within design research cycles to activate a critical moment of teacher learning involving the interplay between questioning and listening during her first attempt at facilitating a mathematical modelling task. The teacher affirmed her deliberate focuses in the use of questions to (a) refine students' models, (b) encourage articulation of student ideas in self-evaluation of the models, and (c) clarify and understand student reasoning. However, she also discovered the importance of interpretative listening in conjunction with questioning to promote more sophisticated mathematisation processes in model development. Implications from the use of the retrospective analysis phase on activating critical moments of learning during teacher education will be discussed.
Date Issued
2015
Description
This paper was published in the Proceedings of the 12th International Congress on Mathematical Education: Intellectual and attitudinal challenges, held in Seoul. Korea from 8 – 15 Jul 2012