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The disciplinarity of instructional tasks in Singapore secondary 3 mathematics classrooms
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Type
Thesis
Author
Ridzuan Abdul Rahim
Supervisor
Hogan, David
Abstract
This study addresses two important aspects of the enacted curriculum: disciplinarity and instructional tasks. The objective of the dissertation is to investigate the relationships between various features of instructional tasks and to discuss these relationships from the perspective of disciplinarity. The research questions focused on knowledge work and cognitive processes that students are tasked to do and the norms that these tasks entail.
The features of instructional tasks in 29 Secondary 3 mathematics classrooms were investigated using a survey of over 1000 students. The study adopted Hogan’s (2007) generic disciplinarity framework, developed for mathematics, and used it as a theoretical lens to study: 1) the extent to which tasks engage students in different types of knowledge, knowledge practices, cognitive processes and task norms; and 2) the relationships between these features of tasks.
Using survey data, this study’s main analytical approach is to use Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) to first establish the reliability and validity of measures of features of instructional tasks and then to investigate the relationships between these tasks.
Knowledge is at the heart of the disciplinarity framework. The study considered two aspects of knowledge – as reified objects as well as participation in practices. Four types of knowledge (as reified objects) were studied – Conceptual, procedural, metacognitive and epistemic knowledge. Six aspects of knowledge practices were studied – knowledge communication (use of syntax), knowledge representation, knowledge generation, knowledge deliberation, knowledge communication (presentation) and knowledge justification/validation. This theory of knowledge is reconciled with cognition and learning. Two levels of cognitive demands were studied – functional and complex. This study considered three perspectives on learning – as knowledge acquisition, participation and knowledge building - and went on to test SEM models of these perspectives. Finally, the study also looked at how tasks promoted a classroom environment for learning.
The features of instructional tasks in 29 Secondary 3 mathematics classrooms were investigated using a survey of over 1000 students. The study adopted Hogan’s (2007) generic disciplinarity framework, developed for mathematics, and used it as a theoretical lens to study: 1) the extent to which tasks engage students in different types of knowledge, knowledge practices, cognitive processes and task norms; and 2) the relationships between these features of tasks.
Using survey data, this study’s main analytical approach is to use Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM) to first establish the reliability and validity of measures of features of instructional tasks and then to investigate the relationships between these tasks.
Knowledge is at the heart of the disciplinarity framework. The study considered two aspects of knowledge – as reified objects as well as participation in practices. Four types of knowledge (as reified objects) were studied – Conceptual, procedural, metacognitive and epistemic knowledge. Six aspects of knowledge practices were studied – knowledge communication (use of syntax), knowledge representation, knowledge generation, knowledge deliberation, knowledge communication (presentation) and knowledge justification/validation. This theory of knowledge is reconciled with cognition and learning. Two levels of cognitive demands were studied – functional and complex. This study considered three perspectives on learning – as knowledge acquisition, participation and knowledge building - and went on to test SEM models of these perspectives. Finally, the study also looked at how tasks promoted a classroom environment for learning.
Date Issued
2013
Call Number
QA14.S55 Rid
Date Submitted
2013