Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17771
Title: 
An implementation study on a WALK approach to assessing constructivist learning in mathematics
Authors: 
Issue Date: 
Nov-2003
Citation: 
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.
Abstract: 
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.
Description: 
This paper was published in the Proceedings of ERAS Conference held in Singapore from 19-21 November 2003
URI: 
Appears in Collections:Conference Papers

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