Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23246
Title: 
Authors: 
Issue Date: 
2021
Citation: 
Choy, B. H., Yeo, J. B. W., & Jaguthsing Dindyal. (2021). By teaching we learn: Comprehension and transformation in the teaching of long division. In Y. H. Leong, B. Kaur, B. H. Choy, J. B. W. Yeo, & S. L. Chin (Eds.), Proceedings of the 43rd Annual Conference of the Mathematics Education Research Group of Australasia (pp. 155-162). The Mathematics Education Research Group of Australasia. https://www.merga.net.au/common/Uploaded%20files/Annual%20Conference%20Proceedings/2021%20Annual%20Conference%20Proceedings/4_RP_5_Choy_complete.pdf
Abstract: 
Despite recent calls to adopt practice-embedded approaches to teacher professional learning, how teachers learn from their practice is not clear. What really matters is not the type of professional learning activities, but how teachers engage with them. In this paper, we position learning from teaching as a dialogic process involving teachers’ pedagogical reasoning and actions. In particular, we present a case of an experienced teacher, Mr. Robert, who was part of a primary school’s mathematics professional learning team (PLT) to describe how he learned to teach differently, and how he taught differently to learn for a series of lessons on division. The findings reiterate the complexity of teacher learning and suggest possible implications for mathematics teacher professional development.
URI: 
ISBN: 
9781920846329
File Permission: 
Open
File Availability: 
With file
Appears in Collections:Conference Papers

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