Please use this identifier to cite or link to this item:
An implementation study on a WALK approach to assessing constructivist learning in mathematics
Issue Date: 
Teo, C. N., & Chew, L. C. (2003). An implementation study on a WALK approach to assessing constructivist learning in mathematics. In Research in and on the classroom: ERAS Conference 2003 Proceedings (pp. 337-342). Singapore: Educational Research Association of Singapore.
This paper will describe a WALK approach to assessing students’
constructivist learning in mathematics which is aimed at tapping their
ability in posing, formulating and solving mathematical problems. The
implementation study was conducted in a single-sex secondary school in
Singapore involving a total of 168 boys at the secondary four level. The
participants completed the WALK assessment tasks in three phases and
within restricted time limits – phase 1 for posing mathematical problems
based on a given stimulus material, phase 2 for formulating three problems
selected from problems posed in the first phase, and lastly, phase 3 for
solving the problems formulated earlier. The potentials and challenges of
using this WALK assessment method for a summative purpose, and for
constructivist teaching and learning in classrooms of Singapore schools
will be discussed.
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ERAS-2003-337.pdf120.77 kBAdobe PDFView/Open
Show full item record

Page view(s)

Last Week
Last month
checked on Jul 11, 2018

Download(s) 50

checked on Jul 11, 2018