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Students' in-class thinking and feelings during mathematics lectures
Issue Date: 
Proceedings of the Redesigning pedagogy: research, policy, practice conference, Singapore, May - June 2005.
To ensure effective teaching at any level, the teacher needs to constantly monitor how the students are progressing during the lesson. This is easily said than done because teaching is a fast-paced and complex
endeavour. One feasible approach, rarely attempted in normal lessons, is to stop the lesson at intervals and let students reflect on their learning at that moment in time.
This paper reports the findings of a study conducted at Singapore Polytechnic in August 2004 using this in-class reflection approach. The in-class thinking and feelings of 49 Year 2 Engineering Mathematics were gathered using a one-page checklist over a series of five lectures in a period of two weeks. During each reflection, the lecturer (first author) completed a similar checklist about her own lesson events. There were 13 reflections, implemented in approximately half hour intervals during the five lectures. Qualitative data were collected by
interviewing 23 students about their perceptions and feelings of the lectures, conducted soon after the lectures. ifferences and similarities in perceptions between the lecturer and her students were found, and the implications of the findings are discussed.
Appears in Collections:CRPP - Conference Papers

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