Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19435
Title: 
Authors: 
Subjects: 
Mathematical modelling
Multi-tiered teaching experiment framework
Teacher development
Issue Date: 
2015
Citation: 
Chan, C. M. E., Ng, K. E. D., Widjaja Wanty, & Seto, C. (2015). A case study on developing a teacher’s capacity in mathematical modelling. The Mathematics Educator, 16(1), 45-74. http://math.nie.edu.sg/ame/matheduc/tme/tmeV16_1/TME16_3.pdf
Abstract: 
Research has indicated that for teachers to facilitate mathematical modelling activities in the mathematics classroom, they need to be familiar with the process of mathematical modelling. As such, it is imperative that teachers experience the whole mathematical modelling process. This paper reports on a Multi-tiered Teaching Experiment designed to help a teacher develop his capacity in the domain of mathematical modelling. Drawing on part of a larger case-based study conducted using Design Research phases situated within the Multi-tiered Teaching Experiment framework, the purpose of the paper is to exemplify how the research design fostered growth in teacher capacity through the natural development of critical moments of learning by the teacher during interactions between the researchers and the teacher-modeller himself. The potentials of the Multi-tiered Teaching Experiment as a useful non-prescriptive teacher development approach building upon the existing repertoire of individual teachers will be discussed.
URI: 
ISSN: 
0218-9100
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TME-16-1-45.pdf682.4 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

112
checked on Nov 24, 2022

Download(s) 50

101
checked on Nov 24, 2022

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.