Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/239
Title: 
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Issue Date: 
2007
Citation: 
Proceedings of the Redesigning pedagogy: culture, knowledge and understanding conference, Singapore, May 2007.
Abstract: 
As part of the Leaner’s Perspective Study (LPS), three grade eight mathematics classrooms of competent teachers, in Singapore, were studied for periods of ten lessons each. Data were collected using the complimentary accounts methodology and data on several aspects of the teaching and learning in the three classrooms have been analysed. In this paper, three main aspects of the pedagogical flow in these classrooms, namely nature of teachers’ instructional
approaches, the role of textbook, and the nature and role of homework will be presented.
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Appears in Collections:CRPP - Conference Papers

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